Individualna in skupinska pomoč v okviru petstopenjskega modela obravnave učencev z učnimi težavami v osnovni šoli : magistrsko delo

Gregorič, Barbara (avtor), Žolgar, Ingrid (mentor), Košak Babuder, Milena (komentor)

Petstopenjski model kontinuuma pomoči učencem z učnimi težavami je dobro premišljen in za slovensko šolsko prakso prilagojen model Odziva na obravnavo, ki za specifične učne težave rizičnim učencem omogoča zgodnje odkrivanje ter pravočasno nudenje učinkovite pomoči in podpore. V magistrskem delu obravnavamo individualno in skupinsko pomoč v okviru petstopenjskega modela obravnave učencev z učnimi težavami v osnovni šoli. V empiričnem delu smo raziskali oceno stanja izvajanja individualne in skupinske pomoči med njenimi izvajalci. Osredotočili smo se na oceno kadrovskih, prostorskih, časovnih in materialnih pogojev. Nadalje nas je zanimalo, katere metode in strategije dela pri delu z učenci z učnimi težavami izvajalci v posameznem vzgojno-izobraževalnem obdobju uporabljajo ter prednosti in izzivi, s katerimi se izvajalci pri svojem delu srečujejo v sodelovanju z učitelji. Podatke smo pridobili s tehniko anketiranja. Uporabili smo nestandardiziran anketni vprašalnik, oblikovan za namen magistrske raziskave. V vzorec smo zajeli 96 izvajalcev individualne in skupinske pomoči iz programov osnovnih šol v vseh slovenskih regijah. V kvantitativni raziskavi smo uporabili deskriptivno in kavzalno neeksperimentalno metodo pedagoškega raziskovanja. Rezultati raziskave kažejo, da so prostorski, časovni in materialni pogoji za izvajanje pomoči učencem z učnimi težavami večinoma dobri, z izjemo nekoliko slabših materialnih pogojev za delo ter prisotne težave s časovno umestitvijo pomoči v urnik. Med metodami in strategijami dela pri izvajanju pomoči anketirani tako v oddelku kot izven oddelka najpogosteje uporabljajo »Spremljanje in usmerjanje učenčevega dela«, ne glede na vzgojno-izobraževalno obdobje. V vseh treh vzgojno-izobraževalnih obdobjih izvajalci najpogosteje uporabljajo obliko sodelovanja z učitelji, ki poteka prek izmenjave informacij o učnih težavah učenca. Rezultati raziskave kažejo tudi mnenje izvajalcev individualne in skupinske pomoči, da dobro sodelovanje in izmenjava informacij z učitelji zelo vpliva na izboljšanje učnih rezultatov učencev z učnimi težavami. Med primeri dobrih praks sodelovanja z učitelji največkrat izpostavljajo informiranje oz. redno medsebojno izmenjavo informacij.

• Jezik: Slovenski jezik
• Ključne besede: Individualna in skupinska pomoč, metode in pristopi poučevanja, petstopenjski model pomoči, pogoji za izvajanje individualne in skupinske pomoči, sodelovanje z učitelji, učne težave
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: B. Gregorič
• Leto izida: 2024
• Št. strani: VII, 71 str.
• PID: 20.500.12556/RUL-159113
• UDK: 376-056.36 (043.2)
• COBISS.SI-ID: 200483587
• Datum objave v RUL: 30.06.2024

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Individual and Group Help Within the Five-Stage Model for Students with Learning Difficulties in Primary School

Izvleček

The five-step model for providing a continuum of support for students with learning difficulties is well thought out and adapted to the Slovenian education system. It is based on the "Response to Intervention" model, which enables the early identification of students at risk of specific learning difficulties and the timely and efficient provision of help and support. This master’s thesis analyses individual and group support within the framework of the five-step model for the management of students with learning difficulties in primary schools. In the empirical part, we analysed the current situation of individual and group help among the participants. We focussed on the evaluation of personnel, spatial, temporal and material conditions. We also wanted to find out what methods and strategies of working with students with learning difficulties are used in the different educational levels and what benefits and challenges practitioners see in their work with teachers. The data was collected by means of surveys. We used a non-standardized questionnaire developed for this master’s thesis. The sample included 96 practitioners of individual and group help working in primary school programmes in all Slovenian regions. For the quantitative study, we used a descriptive and causal, non-experimental method of pedagogical research. The results of the study show that the spatial, temporal and material conditions for providing help to students with learning difficulties are generally good, except for some cases with less optimal material conditions for work and problems with the timing of assistance. Among the working methods and strategies used by the practitioners interviewed, both within and outside the subject area, the most common is 'observing and guiding a student’s work',” regardless of the educational level. In all three levels of education, practitioners most frequently use a form of collaboration with teachers based on sharing information about the student’s learning difficulties. The results of the study also show that individual and group help and support practitioners believe that effective collaboration and information sharing with teachers has a strong impact on improving the academic performance of students with learning difficulties. Best practise in working with teachers in most cases includes regular information sharing.

• Ključne besede: Individual and group support, teaching methods and approaches, the five-step model, conditions for individual and group support, cooperation with teachers, learning difficulties