Vloga učitelja pri delu z učenci z disgrafijo v osnovni šoli : magistrsko delo

Mishevska, Elena (avtor), Berčnik, Sanja (mentor), Rožman Krivec, Laura (komentor)

Magistrsko delo obravnava vlogo učiteljev pri delu z učenci, ki imajo specifične učne težave, z osrednjim poudarkom na disgrafiji. Glavni cilj je bil ugotoviti, kako se učitelji odzivajo na potrebe učencev z disgrafijo ter kakšne prilagoditve in podporo nudijo v izobraževalnem procesu. V teoretičnem delu so predstavljene osnovne značilnosti inkluzivnega izobraževanja, opredelitev učencev z učnimi težavami ter podrobnejši pregled disgrafije, vključno z opredelitvijo, prepoznavanjem, vlogo učitelja, sodelovanje z specialnim in rehabilitacijskim pedagogom, podporo in prilagoditvami ter dodatno usposabljanjem učiteljev. Empirični del zajema cilje, raziskovalna vprašanja, hipoteze in metodologijo raziskave. S pomočjo deskriptivnega in kavzalno-neeksperimentalnega pristopa za zbiranje podatkov je bil analiziran odnos učiteljev do prepoznavanja disgrafije, uporabe prilagoditev, virov pridobivanja znanja o disgrafiji, potreb po dodatnem znanju ter izzive pri poučevanju učencev z disgrafijo. Sodelovalo je 112 učiteljev z različnimi izkušnjami v poučevanju na različnih stopnjah poučevanja. Raziskava je pokazala, da se učitelji zavedajo pomena prilagoditev in podpore za učence z disgrafijo, vendar se srečujejo s številnimi ovirami pri njihovi implementaciji. Kljub temu, da se zanašajo na svoje izkušnje in strokovno znanje, se pogosto počutijo nepripravljene za obravnavo učencev z disgrafijo. Analiza rezultatov je pokazala, da je ključno izobraževanje in usposabljanje učiteljev na področju disgrafije, saj bi jim dodatno znanje omogočilo boljše razumevanje težav učencev in bolj učinkovito prilagajanje pouka. Poudarjena je tudi potreba po večji podpori s strani šolskih strokovnjakov na področju specialne pedagogike. Raziskovalno delo prispeva k boljšemu razumevanju vloge učiteljev pri poučevanju učencev z disgrafijo, kakovostnemu in uspešnemu šolanju v inkluzivnem okolju ter k razvoju ustreznih pristopov za podporo in uspeh teh učencev v šolskem okolju.

• Jezik: Slovenski jezik
• Ključne besede: Vzgoja in izobraževanje oseb s posebnimi potrebami, Najstniki z učnimi težavami učitelji, disgrafija, specifične učne težave, inkluzija, izobraževanje.
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: E. Mishevska
• Leto izida: 2024
• Št. strani: 108 str.
• PID: 20.500.12556/RUL-156463
• UDK: 159.946.4-056-057.874(043.2)
• COBISS.SI-ID: 196766723
• Datum objave v RUL: 25.05.2024

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Role of the teacher in working with dysgraphic primary school students

Izvleček

The master's thesis deals with the role of teachers when working with students who have specific learning difficulties, with a focus on dysgraphia. The main aim was to determine how teachers respond to the needs of students with dysgraphia and what adaptations and support they provide in the educational process. In the theoretical part, the basic characteristics of inclusive education are presented, as well as the definition of students with learning difficulties and a detailed overview of dysgraphia, including its definition, identification, the role of the teacher, collaboration with special educators, support, adaptations and additional teacher training. The empirical part includes objectives, research questions, hypotheses and research methodology. A descriptive and causal-non-experimental approach to data collection was used to analyze teachers' attitudes towards dysgraphia recognition, the use of adaptations, the sources of knowledge about dysgraphia, the need for additional knowledge, and the challenges of teaching students with dysgraphia. A total of 112 teachers with various teaching experiences at different teaching levels participated in the study. The research found that teachers are aware of the importance of adaptations and support for students with dysgraphia, but face numerous barriers to implementation. Although they rely on their experience and professional knowledge, they often feel unprepared to respond to students with dysgraphia. Analysis of the results shows that teacher education and training in the area of dysgraphia is crucial, as additional knowledge would allow for a better understanding of students' difficulties and more effective adaptation of teaching. The need for greater support from school-based special education professionals was also highlighted. The research contributes to a better understanding of the role of teachers in teaching students with dysgraphia, to high quality and successful schooling in inclusive environments, and to the development of appropriate approaches to support and help these students succeed in the school environment.

• Ključne besede: teacher, dysgraphia, specific learning difficulties, inclusion, education.