Moteča vedenja v osnovni šoli s prilagojenim programom : diplomsko delo

Medved, Tina (author), Zorc-Maver, Darja (mentor)

Diplomsko delo opisuje pojav motečega vedenja pri učencih z lažjo motnjo v duševnem razvoju. V teoretičnem delu predstavim lažjo motnjo v duševnem razvoju, čustvene in vedenjske težave/motnje, nadalje pa se posvetim pojavu motečega vedenja, ki ga opišem in predstavim dejavnike, ki nanj vplivajo. Nato se osredotočim na moteča vedenja pri učencih z lažjo motnjo v duševnem razvoju. Pri tem se osredotočim tudi na to, kako se na ta vedenja odzivajo učitelji. V nadaljevanju predstavljam programe, ki so učiteljem v pomoč pri soočanju z motečim vedenjem učencev z lažjo motnjo v duševnem razvoju. V tem delu se dotaknem še pojava duševnih motenj pri učencih z lažjo motnjo v duševnem razvoju. Ker me je zanimalo stališče strokovnih delavcev do te problematike, v empiričnem delu naloge predstavim intervjuje, ki sem jih izvedla z dvema učiteljicama in s svetovalno delavko. Ugotavljala sem, katera so najpogostejša moteča vedenja, kako se intervjuvanke z njimi soočajo in kakšno je njihovo mnenje o ustrezni strokovni usposobljenosti za delo s to populacijo učencev. V raziskavi sem ugotovila, da se sodelujoče pri svojem delu soočajo z različnimi oblikami motečih vedenj; najbolj moteča vedenja zanje pa so nedovoljeno zapuščanje učilnice, agresija in avtoagresija ter kričanje in zmerjanje. Strinjajo se, da učenci z motečim vedenjem potrebujejo multidisciplinarno in celostno obravnavo. Hkrati si pri delu z učenci z motečim vedenjem želijo več sodelovanja z zunanjimi institucijami. Menijo tudi, da je za vzgojno delo z učenci z motečim vedenjem potrebno nenehno strokovno izpopolnjevanje. Na podlagi rezultatov raziskave bi lahko učiteljem in svetovalnim delavcem priporočili, da naj s preventivnim delovanjem vplivajo na to, da se bo pri učencih pojavljalo manj motečih vedenj. Ob pojavu motečega vedenja naj poskušajo razumeti občutja učencev in poiskati razloge, ki to vedenje spodbujajo. Pomembno pa je tudi, da svoja strokovna znanja nenehno izpopolnjujejo.

• Language: Slovenian
• Keywords: lažja motnja v duševnem razvoju, moteče vedenje, dejavniki
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [T. Medved]
• Year: 2016
• Number of pages: 74 str.
• PID: 20.500.12556/RUL-84789
• UDC: 376-056.47(043.2)
• COBISS.SI-ID: 11130441
• Publication date in RUL: 09.09.2016

Secondary language

• Language: English
• Title: Disruptive behavior in the elementary school with special curriculum

Abstract

The thesis describes disruptive behaviour issues in pupils with mild intellectual disabilities. In the theoretical part I present mild intellectual disabilities in the light of mental development, emotional and behavioural difficulties/disorders. Further on I discuss the issue of disruptive behaviour. Then I focus on disruptive behaviours in pupils with with mild intellectual disabilities. I still present mental disorder in pupils with mild intellectual disabilities. I was interested in the attitude of professionals towards the issue studied. In the empirical part of the thesis I present the interviews conducted with two teachers and a school advisor. I was interested in finding out which disruptive behaviours were most often, how the interviewees dealt with them and what is their opinion on their professional skills to deal with this population of pupils. In my research I found that the interviewees deal with different types of disruptive behaviours. The most disruptive behaviours were leaving the classroom without permission, agression, autoagression, screeming and swearing. Interviewees agreed pupils with disruptive behaviour need a multidisciplinary and holistic treatment. It is in their opinion that educational work with pupils with disruptive behaviour requires continuous professional development. The results demonstrate teachers and school advisors should be recommended to act in preventive way influencing pupils to have less disruptive behaviours. They should try to understand pupil´s feelings when the disruptive behaviour occurs and try to uncover reasons underpinning that behaviour. It is also important for educational professionals to continuously improve their professional knowledge.

• Keywords: mild intellectual disability