Osebna pojmovanja in stališča učiteljev in specialnih pedagogov do dela z učenci s posebnimi potrebami

Podlogar, Petra (avtor), Polak, Alenka (mentor)

V diplomskem delu sem raziskovala osebna pojmovanja in stališča učiteljev in specialnih pedagogov do dela z učenci s posebnimi potrebami, ki so vključeni v redne osnovne šole. V uvodnem delu sem opredelila, kaj so osebna pojmovanja in stališča, opisala sem osnovne razsežnosti timskega dela in navedla nekaj značilnosti inkluzije. V raziskavi pa sem ugotavljala, kakšna osebna pojmovanja in stališča imajo učitelji in specialni pedagogi o različnih vidikih dela z učenci s posebnimi potrebami v redni osnovni šoli, npr. o timskem delu, o dodatni strokovni pomoči, inkluziji, o vlogah. V raziskavo je bilo vključenih 53 specialnih pedagogov in 50 učiteljev razrednega in predmetnega pouka. Podatke sem zbirala s pomočjo anketnega vprašalnika. Rezultate ankete sem obdelala s statističnim programom SPSS. Ugotovila sem, da prihaja med učitelji in specialnimi pedagogi do pomembnih razlik v stališčih do timskega dela, saj so anketirani specialni pedagogi bolj pozitivno naklonjeni k sodelovanju in imajo bolj pozitivna stališča do timskega dela. Ugotovila sem, da imajo tako učitelji, kot tudi specialni pedagogi o timskem delu ustrezna osebna pojmovanja. Najbolj pomembni vidiki timskega dela se jim zdijo redna komunikacija, skupna timska srečanja in strokovna podpora med člani tima. Ugotovila sem tudi, da imajo specialni pedagogi bolj pozitivna stališča do dodatne strokovne pomoči kot pa učitelji. Analiza osebnih pojmovanj učiteljev in specialnih pedagogov je pokazala, da imajo specialni pedagogi bolj ustrezna osebna pojmovanja, saj opisujejo dodatno strokovno pomoč kot pomoč učencu za premagovanje primanjkljajev, ovir in motenj, učitelji pa pojmujejo dodatno strokovno pomoč kot pomoč pri obravnavi učne snovi in jo enačijo z dopolnilnim poukom. Tudi do vključevanja učencev s posebnimi potrebami v redne programe osnovne šole imajo specialni pedagogi bolj pozitivna stališča kot učitelji. Rezultati analize osebnih pojmovanj o vključevanju učencev s posebnimi potrebami v redne osnovne šole so pokazali, da ga podpirajo tako učitelji, kot tudi specialni pedagogi, pri tem pa navajajo pogoje, ki omogočajo ustrezno in učinkovito vključevanje. Raziskava je pokazala še, da imajo učitelji strokovno manj ustrezna pojmovanja o vlogi specialnega pedagoga v šoli, saj so mnenja, da je njihova glavna naloga spodbujanje učenca, medtem ko njegove vloge ne povezujejo s pomočjo učencu pri premagovanju primanjkljajev. Osebna pojmovanja učiteljev in specialnih pedagogov o vlogi učitelja pri poučevanju učencev s posebnimi potrebami pa so strokovno ustrezna in si med seboj podobna.

• Jezik: Neznan jezik
• Ključne besede: osebna pojmovanja
• Vrsta gradiva: Delo ni kategorizirano
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2015
• PID: 20.500.12556/RUL-73091
• COBISS.SI-ID: 10747465
• Datum objave v RUL: 14.10.2015

PODLOGAR, Petra, 2015, Osebna pojmovanja in stališča učiteljev in specialnih pedagogov do dela z učenci s posebnimi potrebami [na spletu]. 2015. [Dostopano 18 april 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=73091

Sekundarni jezik

• Jezik: Neznan jezik
• Naslov: Personal conceptions and attitudes of teachers and special education teachers towards working with pupils with special needs

Izvleček

In this diploma the main research is on personal conceptions and attitudes of teachers and special education teachers towards working with pupils with special needs in primary schools. In the introduction, I identified the personal conceptions and attitudes, described the basic dimensions of teamwork and indicated some of the characteristics of integration. In the research, I assessed personal conceptions and attitudes that teachers and special education teachers have on various aspects of working with pupils with special needs in primary schools; about teamwork, on extra professional support, integration, roles etc. The research sample included 53 special education teachers and 50 teachers of primary education and lower secundary teachers. I entered the survey results into the personal computer. I processed the closed questions by the statistical program SPSS and the opened questions with the descriptive statistics. I discovered that there are significant differences in attitudes towards teamwork between teachers and special education teachers, as special education teachers surveyed to be more inclined to participation and have more positive attitude about teamwork. However I found that both, teachers and special education teachers, have appropriate personal conceptions of teamwork. They deem that most important aspects of teamwork are regular communication, teamwork joint meetings and expert support among team members. I found out that special education teachers have more positive attitude towards extra professional support as other teachers. The analysis of teachers' and special education teachers' personal conceptions showed, that special education teachers have more appropriate personal conceptions, as they described extra professional support as a help for the pupil to overcome the deficits, obstacles and interruptions while teachers identify it as an assistance in discussing subject matters and even equate it with the supplementary lessons. Special education teachers have more positive views about the integration of pupils with special needs into the regular curriculum of regular primary school than teachers. The results of the analysis of personal conceptions about integration of pupils with special needs in regular primary schools showed, that both teachers and special education teachers support the integration, but under certain conditions. Furthermore, teachers and special education teachers have professionally appropriate personal conceptions on the integration of pupils with special needs in regular primary schools. The survey also showed that teachers have a professionally less adequate conception of the role of special education teacher in the school, because they believe that their main task is encouraging the pupil while they do not connect his role with helping the pupil to overcome his deficits. However, personal conceptions of teachers and special education teachers about the role of a teacher in teaching pupils with special needs are professionally adequate and similar.

• Ključne besede: personal conceptions