Vloga in naloge učitelja pri individualiziranem programu

Bevc, Mihela (avtor), Lipec Stopar, Mojca (mentor)

Pomembna značilnost sodobne vzgoje in izobraževanja je večje zavedanje in upoštevanje raznolikih potreb vseh otrok, vključenih v osnovnošolsko izobraževanje. Učitelji razrednega pouka so postavljeni pred veliko preizkušnjo, kako diferencirati in individualizirati pouk glede na raznolike sposobnosti, zmožnosti in interese učencev. V ta namen se pri pouku poslužujejo strategij dobre poučevalne prakse, ki pa v nekaterih primerih niso dovolj. Takrat učitelji uporabijo naslednje korake petstopenjskega modela pomoči, v katerem peti, zadnji korak predvideva postopek o usmerjanju v ustrezen program, najpogosteje v program s prilagojenim izvajanjem in dodatno strokovno pomočjo (v nadaljevanju DSP). Ko pride do tega, je potrebno izdelati individualiziran program (v nadaljevanju IP), pri katerem je pomembno timsko delo učitelja in ostalih strokovnjakov. V teoretičnem delu naloge sem tako zajela spremembe, ki so se dogajale na področju diferenciacije, individualizacije, inkluzije ter integracije, različne oblike pomoči učencem (strategije dobre poučevalne prakse in petstopenjski model pomoči) in skupine otrok s posebnimi potrebami (v nadaljevanju OPP). Ugotavljala sem tudi, kakšne so zakonske zahteve za usmerjanje v program s prilagojenim izvajanjem in DSP, kaj je IP in kako je sestavljen ter na koncu še kakšne so vloge različnih strokovnjakov pri timskem delu z OPP. Namen raziskovalnega dela je bil ugotoviti, kako dobro učitelji poznajo proces oblikovanja IP oziroma kakšno je njihovo vedenje o IP, v kolikšni meri pri svojem delu dejansko uporabljajo IP, kako ocenjujejo vpliv IP na učinkovitost svojega dela in kakšen je vpliv izkušenj, ki jih imajo z OPP. Predvsem pa me je zanimalo, ali se je v primerjavi s preteklimi leti kaj spremenilo. Za namen raziskave sem oblikovala anketni vprašalnik za učitelje razrednega pouka. Rezultati raziskave so pokazali, da je učiteljevo poznavanje oziroma vedenje o IP večinoma dobro, da se pri svojem delu velikokrat zanašajo nanj in ga uporabljajo ter imajo v večini pozitiven odnos do OPP in IP. Glede na primerjavo z drugimi raziskavami lahko rečemo, da se kažejo določeni premiki na področju vzgoje in izobraževanja OPP ter njihovi integraciji v osnovnošolski program.

• Jezik: Slovenski jezik
• Ključne besede: otroci s posebnimi potrebami
• Vrsta gradiva: Diplomsko delo
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2016
• PID: 20.500.12556/RUL-83224
• COBISS.SI-ID: 11029321
• Datum objave v RUL: 24.08.2016

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: The teacher role and functions in the individualized program

Izvleček

A greater awareness and a respect for different needs of all children included in the primary education are important characteristics of a modern education system. Teachers of the first and second educational cycles are faced with difficult challenges, how to differentiate and individualise lessons according to learners’ competence, ability and interests. Therefore, strategies of good teaching practice are applied. Yet, there are some situations where such strategies are not sufficient. In such instances, teachers use a 5-step model of learning support, where the last step calls for the procedure of learner placement in an adequate education programme, i.e. an adapted programme and additional professional assistance (hereafter APA). When this is the case, an individualised programme (hereafter IP) needs to be developed by a team of teachers and professionals. In the theoretical part of my thesis, I have described changes which have occurred in the field of differentiation, individualisation, inclusion and integration. Additionally, different forms of learning assistance (strategies of good teaching practice and a 5-step model of learning support), groups of special education needs (hereafter SEN) children, legal requirements for placement in an adequate education programme and APA as well as an individualised programme and its constituent parts are presented. Finally, the roles of different professionals within the teams which deal with SEN children are defined. The purpose of my research was to find out how well teachers know the process of developing the IP, their knowledge of the IP, the extent they actually use it, and how they view the influence of the IP on the efficiency of their work and the impact of experience dealing with SEN children. I was mainly interested in whether anything had changed compared to years before. I created a questionnaire for teachers of the first and second educational cycles. The research showed that most of the teachers know a lot about the IP, rely on it and mostly have a positive attitude towards SEN children and the IP. Compared to other research, it can be said that there is headway in the field of education of SEN children and their integration in the primary education.

• Ključne besede: special education needs children