Pogled otrok s posebnimi potrebami na proces lastnega šolanja : doktorska disertacija

Caf, Bojana (avtor), Kobolt, Alenka (mentor)

Doktorska disertacija preučuje pogled otrok s posebnimi potrebami na proces njihovega lastnega šolanja. Osrednje teme raziskave se nanašajo na ocene ali mnenja učencev s posebnimi potrebami in njihovih staršev o postopku usmerjanja ter učni in dodatni strokovni pomoči, pa tudi na ocene ali mnenja učencev s posebnimi potrebami, njihovih staršev in vrstnikov o socialni vključenosti v razredno sredino in šolo. V teoretičnem delu predstavimo koncept in teoretična izhodišča inkluzije ter njeno uresničevanje v šolskem okolju. Prav tako osvetlimo nekatere dileme pri opredeljevanju učencev s posebnimi potrebami v terminološkem smislu kot tudi v smislu diagnosticiranja, etiketiranja in usmerjanja. Osredotočimo se na socialne spretnosti in socialno vključenost učencev s posebnimi potrebami, na udeleženost učencev in njihovih staršev v procesih diagnosticiranja, načrtovanja in izvajanja pomoči ter na dejavnosti, ki spodbujajo proces opolnomočenja učencev s posebnimi potrebami. Osnovni cilj doktorske disertacije je bil raziskati položaj učencev s posebnimi potrebami v procesu inkluzivnega šolanja in ugotoviti, kako ter v kolikšni meri so učenci s posebnimi potrebami in njihovi starši vključeni v postopke diagnosticiranja in načrtovanja strokovne pomoči ter kako ocenjujejo učinkovitost pomoči. Raziskovanje je bilo usmerjeno tudi v socialno vključenost učencev s posebnimi potrebami v razredno in šolsko okolje. V vzorec smo zajeli 249 učencev s posebnimi potrebami od 5. do 9. razreda iz 20. osnovnih šol v različnih slovenskih regijah, 225 staršev otrok s posebnimi potrebami ter 6 vrstnikov učencev s posebnimi potrebami. Podatke smo zbrali s pomočjo anketnih vprašalnikov, oblikovanih posebej za namen raziskave, ter delno strukturiranega intervjuja s fokusno skupino vrstnikov učencev s posebnimi potrebami. Skladno z namenom raziskave in oblikovanimi raziskovalnimi vprašanji smo v procesu pridobivanja in analiziranja podatkov uporabili predvsem kvantitativne metode raziskovanja. Glavni rezultati raziskave kažejo, da so učenci s posebnimi potrebami in njihovi starši v veliki meri vključeni v postopke usmerjanja in načrtovanja pomoči ter prilagoditev pri pouku, vendar to ni redna praksa v vseh komisijah za usmerjanje in v vseh šolah. Hkrati so učenci v te postopke vključeni v manjši meri kot starši. Učenci s posebnimi potrebami so po lastnem mnenju in mnenju njihovih staršev večinoma dobro vključeni v razredno sredino, vendar se kažejo razlike v socialni vključenosti med različnimi skupinami učencev s posebnimi potrebami. Na podlagi ugotovitev raziskave sklepamo, da je treba v slovenskem prostoru posvečati nadaljnjo pozornost za razvoj inkluzivne kulture v šolah, to je enakovredne udeleženosti učencev, staršev, učiteljev in drugih strokovnjakov v iskanju učinkovitih strategij pomoči učencem s posebnimi potrebami, ob tem pa tudi vsem učencem.

• Jezik: Slovenski jezik
• Ključne besede: usmerjanje, dodatna strokovna pomoč, socialna vključenost, opolnomočenje, etika udeleženosti, diagnosticiranje
• Vrsta gradiva: Doktorska disertacija
• Tipologija: 2.08 - Doktorska disertacija
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [B. Caf]
• Leto izida: 2015
• Št. strani: 377 str.
• PID: 20.500.12556/RUL-73078
• UDK: 376.1(043.2)
• COBISS.SI-ID: 10743113
• Datum objave v RUL: 13.10.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: The view of children with special needs about the process of their own schooling

Izvleček

In this PhD thesis we examine the view of children with special needs about the process of their own schooling. The main subjects of the research refer to evaluations and opinions of children with special needs and their parents about the procedure of guidance, about their learning help and additional expert help, as well as to evaluations and opinions of children with special needs, their parents and their mates about their social inclusion in their school class and their school. In the theoretical part we explicate the concept and theoretical foundations of inclusion and its implementation in school environment. Further we elucidate specific dilemmas in defining children with special needs, both in view of terminology as well as in the domains of diagnosing, labelling and guidance. We focus on social skills and social inclusion of children with special needs, on participation of children and their parents in the procedures of diagnosing, planning and implementing help, as well as on activities that stimulate the process of empowerment of children with special needs. The main aims of this work were to investigate the position of children with special needs in the process of inclusive schooling, and to ascertain in what ways and how much children with special needs and their parents are involved in the procedures of diagnosing and planning expert help, as well as how they evaluate its effectiveness. The research also looked into social inclusion of children with special needs in their class and school environment. We took the sample of 249 children with special needs attending 5th to 9th grade at 20 primary schools in different Slovene regions; 225 parents of the children with special needs; and 6 mates of children with special needs. The data were gathered with the use of questionnaires formulated for the research, and a partly structured interview with the focus group of mates of children with special needs. In the process of gathering and analysing information and in accordance with the aim of the research and the research questions, quantitative research methods were primarily employed. The overall results of the research show that children with special needs and their parents are largely included in the procedures of guidance, planning help and adaptations in schoolwork, although this is not a regular practice of all commissions for guidance and in all schools. Further, children with special needs are included in these procedures to a lesser degree than their parents. Children with special needs mainly believe that they are well integrated into their class environment, and their parents think in a similar way. However, differences in social inclusion are perceptible between different groups of children with special needs. On the basis of findings of the research we can conclude that in Slovenia, we have to devote further attention to the development of inclusive culture in schools, that is to say, equal participation of children, parents, teachers and other experts in the search for efficient strategies of helping children with special needs and, along with it, all schoolchildren in general.

• Ključne besede: children with special needs