Pričakovanja specialnih in rehabilitacijskih pedagogov glede sodelovanja z učitelji ob delu z učenci s posebnimi potrebami : magistrsko delo

Mežnarc, Jerneja (author), Valenčič Zuljan, Milena (mentor), Košak Babuder, Milena (comentor)

Za uspešno vključevanje učencev s posebnimi potrebami je potrebno zadostiti marsikaterim pogojem, med njimi je še zlasti pomembna inkluzivna naravnanost vzgojno-izobraževalnega procesa. V slovenskem prostoru vzgojo in izobraževanje usmerjajo številni dokumenti in zakonodaja, ki predvidevajo različne pristope, metode in načine dela. Pri delu z učenci s posebnimi potrebami morajo biti pedagoški delavci pozorni na čimprejšnje odkrivanje in nudenje ustrezne pomoči, saj lahko le s kakovostnim sodelovanjem med učitelji in specialnimi in rehabilitacijskimi pedagogi zagotovimo optimalen učenčev razvoj. Za ustrezno vključevanju učencev s posebnimi potrebami je pomembno, da se vsak pedagoški delavec zaveda pomena lastnega profesionalnega razvoja in si zanj prizadeva. Na to v kolikšni meri se bo posameznik profesionalno izpopolnjeval in strokovno rastel, pomembno vplivajo različni notranji in zunanji dejavniki. Glavni namen in cilj naše raziskave je bil ugotoviti, kakšna so pričakovanja specialnih in rehabilitacijskih pedagogov glede sodelovanja z učitelji učencev s posebnimi potrebami, pri katerih izvajajo dodatno strokovno pomoč. Znotraj temeljnega cilja pa se je raziskava usmerila še v iskanje ovir in prednosti, ki se pri takšnem sodelovanju lahko pojavijo. Zanimale so nas tudi prednosti in pomanjkljivosti vključenosti specialnega in rehabilitacijskega pedagoga v eno ali več delovnih okolij. Ugotoviti smo želeli tudi, kateri dejavniki spodbujajo profesionalni razvoj specialnih in rehabilitacijskih pedagogov in v kolikšni meri. Empirična raziskava temelji na kvantitativni študiji, v raziskavo je bilo zajetih 40 specialnih in rehabilitacijskih pedagogov z različnih območnih regij Slovenije, z različnim obsegom delovne dobe. Podatke smo pridobili s pomočjo anketnega vprašalnika in jih kasneje statistično obdelali. Ugotovili smo, da specialni in rehabilitacijski pedagogi sodelovanju z učitelji pripisujejo velik pomen, zavedajo se ključnih nalog učitelja, ki ima v razredu učenca s posebnimi potrebami, in jim pripisujejo visoke vrednosti. Tudi svoje poklicne naloge ocenjujejo kot dokaj zahtevne, večini ponujenih dejavnikov pa pripisujejo vsaj delni vpliv na njihov profesionalni razvoj.

• Language: Slovenian
• Keywords: učenci s posebnimi potrebami, redna osnovna šola, učitelji, specialni in rehabilitacijski pedagogi, profesionalni razvoj
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [J. Mežnarc]
• Year: 2017
• Number of pages: VII, 81 str.
• PID: 20.500.12556/RUL-97645
• UDC: 376(043.2)
• COBISS.SI-ID: 11793993
• Publication date in RUL: 13.12.2017

Secondary language

• Language: English
• Title: Expectations of special education teachers about cooperating with teachers who teach children with special needs

Abstract

To successfully integrate children with special needs many conditions must be met and for full integration inclusion is very important. In Slovenia there are many documents which are related to education of children with special needs. Teachers and other pedagogical professionals should quickly recognize problems of their students and offer appropriate support. The team work between teachers and special education teachers is also very important for children's development. For successful integration professional development of special education teachers is also important and there are many factors which promote professional development. The main purpose of our research was to find out what the expectations of special education teachers are about cooperation with teachers, who have children with special needs in their class. Also, our research discovered positive and negative sides of such team work. We also asked which the positive and negative sides of teaching in one or more schools were. Furthermore, we discovered which factors of professional development affect special education teachers. Empirical quantitative research included 40 special education teachers from different places in Slovenia; also their working experience was different. We used a survey questionnaire and after that we statistically processed the data. We found out that special education teachers often cooperate with teachers who have children with special needs in their class and that time work is important. They value important professional work. Many factors of professional development (stated in the questionnaire) influence special education teachers’ professional development.

• Keywords: backward child, primary school, otrok s posebnimi potrebami, osnovna šola