Stališča učencev s specifičnimi učnimi težavami o poučevanju in prilagajanju pouka likovne umetnosti - Pirnar, Ema (2021)
V literaturi lahko preberemo veliko napotkov, spodbud, dobrih poučevalnih praks za učitelje glede poučevanja učencev s splošnimi in specifičnimi učnimi težavami. Po mnenju več avtorjev je treba odločitve glede prilagoditev za učence s posebnimi potrebami pri pouku likovne umetnosti sprejemati na podlagi učenčevih izkušenj dobrih strategij, ki jim pomagajo, da so pri predmetu kar se da samostojni. Pogosto učenci s specifičnimi učnimi težavami pri predmetu likovne umetnosti ne potrebujejo večjih prilagoditev, saj je likovna umetnost predmet, kjer lahko učenci svoje ideje razvijajo na različne načine. V magistrskem delu smo prek študije literature o značilnostih in potrebah učencev s specifičnimi učnimi težavami in z anketiranjem učencev s specifičnimi učnimi težavami želeli dati v procesu pomoči in prilagajanja pouka besedo učencem s specifičnimi učnimi težavami. Namen raziskave je bil ugotoviti, kako se učenci s specifičnimi učnimi težavami spopadajo z zahtevami in učnimi cilji pri predmetu likovne umetnosti. Izdelali smo anketni vprašalnik, s pomočjo katerega smo preverjali, kakšne prilagoditve imajo učenci s specifičnimi učnimi težavami pri pouku likovne umetnosti in kakšnih prilagoditev si želijo, kako težko se jim zdi izvajanje posameznih nalog, kako se pri pouku likovne umetnosti počutijo in katere pozitivne učinke pouka likovne umetnosti sami opažajo pri svojem pouku. Anketni vprašalnik je izpolnilo 57 učencev s specifičnimi učnimi težavami iz različnih osnovnih šol po Sloveniji. Rezultati raziskave so pokazali, da so učenci deležni zelo raznolikih prilagoditev, med njimi pa je večina takšnih, ki so dobre za vse učence, ter da si učenci želijo večino prilagoditev. Naloge, ki se najpogosteje izvajajo pri pouku likovne umetnosti, se jim v večini ne zdijo prezahtevne, le nekaj nalog so označili kot težke. Rezultati so tudi pokazali, da se učenci s specifičnimi učnimi težavami pri pouku likovne umetnosti dobro počutijo in lahko v okviru pouka razvijajo svojo domišljijo, intelektualne, emocionalne in socialne spretnosti. In the literature we can read many guidance, incentives, good teaching practices for teachers regarding teaching pupils with general and specific learning disabilities. According to the authors, adaptations decisions for pupils with special needs in the art class should be made on the basis of the student`s experience of good strategies that help them to be as independent as possible in the classroom. Often, students with specific learning disabilities in fine arts classroom do not need major adaptations, as fine art is a subject where students can develop their ideas in different ways. With the master’s thesis we wanted, through the studying of literature about characteristics and needs of pupils with specific learning disabilities and with the survey for students with specific learning disabilities, to give the power to students with specific learning disabilities in the process of helping and adapting the lessons for them. The purpose of the study was to find out how students with specific learning disabilities cope with the requirements and learning goals of the fine art class. We made a survey to examine what adaptations students with specific learning disabilities in fine art class have and what adaptations they want, how difficult do they find it to complete different assignments in the art class, how they feel about their fine art class and what positive effects of fine art class they see in their class. The survey was filled out by 57 pupils with specific learning disabilities form different primary schools in Slovenia. The results showed that pupils have a variety of adaptations, most of whom are good for all pupils and that they want most of the adaptations. They do not find the common assignments they have in the fine art class too difficult, but some students have described a few assignments as difficult. In the fine art class students feel good and can develop their imagination, intellectual, emotional and social skills through their class.