Stališča in izkušnje pedagoških delavcev o ustvarjalnem gibu pri delu z otroki z motnjo v duševnem razvoju - Fras, Špela (2021)
Magistrsko delo je razdeljeno na teoretični in empirični del. V teoretičnem delu smo najprej opredelili učence s posebnimi potrebami, med katerimi smo se najbolj osredotočili na učence z motnjami v duševnem razvoju in programe vzgoje in izobraževanja, kamor so ti vključeni. Predstavili smo pomen gibanja za celostni razvoj otroka. Razložili smo, kaj vse zajema celostno učenje in predstavili modele celostnega poučevanja ter pridobivanja znanja. Prav tako smo opredelili ustvarjalni gib kot učni pristop oziroma vzgojno-izobraževalno metodo dela z učenci. Razložili smo vlogo učitelja pri vključevanju giba v učni proces. Na koncu teoretičnega dela pa smo predstavili še ustvarjalno gibanje pri delu z osebami s posebnimi potrebami. Pregledali smo raziskave, ki so že bile narejene na temo učenja in poučevanja z gibom oseb s posebnimi potrebami. Nato sledi empirični del, v katerem smo s pomočjo anketnega vprašalnika raziskali stališča učiteljev na Centru Janeza Levca Ljubljana (CJL) do ustvarjalnega giba. Zanimalo nas je, če učitelji poznajo metodo ustvarjalnega giba, kje so o ustvarjalnem gibu največ izvedeli in kako pogosto ga uporabljajo pri delu z otroki. Za učitelje smo pripravili delavnice, kjer jim je bilo predstavljenih nekaj konkretnih primerov uporabe ustvarjalnega giba za pridobivanje, utrjevanje in preverjanje znanja na različnih predmetnih področjih ter za učence različnih starosti. Vsi primeri in dejavnosti so bili prilagojeni za delo z otroki s posebnimi potrebami. Med vsemi učitelji, ki so sodelovali na delavnicah, se je oblikovala tudi skupina treh učiteljev, ki so ustvarjalni gib načrtno uporabili pri delu z otroki. Njihove osebne izkušnje v razredu so bile preverjene s polstrukturiranim intervjujem. Ugotovili smo, da imajo zaposleni na CJL kljub slabemu do srednje dobremu poznavanju uporabnosti ustvarjalnega giba v učnem procesu učencev z motnjo v duševnem razvoju (MDR) in kljub temu, da ga sami pri svojem delu ne uporabljajo ali pa ga uporabljajo le občasno, v povprečju pozitivna stališča do ustvarjalnega giba. Le-tega pa nam je uspelo z izvedbo delavnic še nekoliko izboljšati. The Master's thesis contains a theoretical and an empirical section. In the theoretical section, we began by defining students with special needs, wherein we focused most on children with intellectual disabilities and the education programmes in which they take part. We presented the importance of movement in a child’s holistic development. We also explained the scope of holistic learning, and we presented models of holistic teaching and the acquisition of knowledge. Furthermore, we also defined creative movement as an approach to teaching and as an educational method of working with children. We explained the role of the teacher in the incorporation of movement into the learning process. At the end of the theoretical section, we also presented the use of creative movement in working with people with special needs. We reviewed previous research done on the topic of learning and teaching through movement for people with special needs. This is followed by the empirical section, wherein we used a questionnaire to explore teachers’ attitudes towards creative movement at the Janez Levec Center Ljubljana (CJL). We wished to ascertain whether the teachers were familiar with the method of creative movement, where they had learned about creative movement, and how often they used it when working with children. We prepared workshops for teachers, where they were presented with concrete examples of the use of creative movement in acquiring, fortifying, and testing knowledge in various subject areas and with students of varying ages. All of the examples and activities were adapted to working with children with special needs. Of all the teachers who participated in the workshops, a group of three teachers used creative movement methodically in working with children. Their personal experiences in the classroom were verified through implementing a semi-structured interview. Our findings were that, despite their poor to mid-level knowledge of the use of creative movement in the learning process of children with intellectual disabilities, as well as their lack of or only occasional use of creative movement, the employees at CJL on average find creative movement to be positive. Furthermore, we improved their already positive attitudes by conducting our workshops.