Individualizirano načrtovanje samostojnega življenja za osebo z gibalno oviranostjo

• Main Author: Krečič, Veronika
• Other Authors: Žgur, Erna
• Format: Master Thesis
• Language: Slovenian
• Published: 2019
• Subjects: samostojnost; independency; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=109957; https://repozitorij.uni-lj.si/Dokument.php?id=121563&dn=; https://plus.si.cobiss.net/opac7/bib/12571209 ?lang=sl

Samostojno življenje je cilj, h kateremu specialni in rehabilitacijski pedagogi usmerjamo vzgojno-izobraževalno delo z osebami z gibalno oviranostjo. Osebam z gibalno oviranostjo je že od zgodnjega otroštva omogočeno, da s pomočjo različnih terapevtskih pristopov in dodatne strokovne pomoči krepijo funkcionalne spretnosti za izvajanje vsakodnevnih aktivnosti. V izobraževalnih ustanovah so deležni prilagoditev, s pomočjo katerih se lahko enakovredno vključujejo v vzgojno-izobraževalno delo. Osebe z gibalno oviranostjo se ob pričetku študija pogosto odselijo od doma. Ob tem prehodu se naučijo, kako poskrbeti zase. V oporo so jim nekatera društva in zakonodaja, ki jim omogoča osebno asistenco. To pomeni, da lahko sami odločijo, kdaj in kakšno pomoč potrebujejo. Kljub temu pa se je potrebno samostojnega življenja naučiti predvideti številne ovire in poiskati vire pomoči. V specialno-pedagoški stroki je praksa individualiziranega načrtovanja za samostojno življenje skromna. V študiji primera smo izvedli individualizirano načrtovanje s študentko z gibalno oviranostjo. Uporabili smo kvalitativen raziskovalni pristop, raziskovalna metoda pa je bila polstrukturirani intervju. Zanimalo nas je, kako lahko osebo z gibalno oviranostjo opolnomočimo, da bo lahko sama načrtovala cilje za bolj samostojno življenje. Študija primera je pokazala, da osebi z gibalno oviranostjo največ pomeni vpliv, ki ga ima nad svojim življenjem. Skladno z razvojnim obdobjem prehoda v odraslost je odvisna od finančne podpore staršev, se pa dobro zaveda, katere cilje lahko sama oziroma s pomočjo drugih doseže, da bo na določenih področjih še bolj samostojna. Oseba ugotavlja, da je individualizirano načrtovanje samostojnega življenja pripomoglo k večji samozavesti in občutku kompetentnosti, naučila pa se je tudi postavljanja merljivih ciljev. S pomočjo načrta samostojnega življenja si lažje predstavlja, kako doseči določen cilj. Oseba je poudarila tudi pomen ustreznega vodenja razgovora, predvsem vsebinsko usmerjanje pogovora in sprejemanje njenega mnenja. Na podlagi študija literature, ugotovitev na podlagi študije primera in na osnovi lastnih spoznanj smo oblikovali model osebnega individualiziranega načrtovanja samostojnega življenja in predstavili smernice, ki bodo v pomoč specialnim pedagogom in drugim strokovnim delavcem pri delu z odraslimi osebami z gibalno oviranostjo. Special education teachers lead our educational work to achievement of independent living of our students with physical disability. From early childhood, they are included in different therapeutic approaches to develop their functional skills for performing everyday activities. They can equally participate in educational tasks with the help of specific adjustments in the educational institutions. When people with physical disabilities start studying at a University they often leave home. In this transition they can learn how to take care of themselves. They are supported by some associations and a law that enables them to manage with personal assistance. This means that they can decide when or what kind of help they need. But they have to learn how to live independently to predict numerous obstacles and search for support. In special education profession there is little practice of individualized planning for independent living. A case study was performed with a student with physical disability. The research approach was qualitative and we used a semi-structured interview as a research method. Our main interest was to discover how to empower a person with physical disability to set their goals for a more independent life. The case study has shown that the person with physical disability values the influence they have on their own life the most. According to the developmental stage of transition into adulthood, the person is still dependent on their parents’ financial support but they are able to set their goals to achieve independency by themselves or with the help of others. The subject of the study has found out that the individualized planning of independent living helped them to develop self-confidence and the feeling of competence. Student also learnt how to set measurable goals. The plan of independent living helps them to understand how to reach the goals. The subject emphasized the value of the method of adequate leading of discussion, especially the directing of the conversation and the acceptance of their opinion. A model of personal individualized planning for independent living is formed on the basis of the study of literature, results of the case study and our own findings. We also presented guidelines that can be used by special education teachers and other professional workers when they work with adult people with physical disability.