Prilagajanje pouka likovne umetnosti učencem s primanjkljaji na posameznih področjih učenja v rednih programih osnovne šole - Urbar, Damjana (2017)
Diplomsko delo se nanaša na učence s primanjkljaji na posameznih področjih učenja (v nadaljevanju učenci s PPPU) in učiteljevo delo z njimi ter s tem povezane ustrezne prilagoditve pri pouku likovne umetnosti. Teoretični del diplomskega dela zajema kratko opredelitev predmeta likovna umetnost, cilje predmeta ter naloge učitelja pri tem predmetu. Nato so opisane metode in oblike dela, ki jih učitelji uporabljajo pri pouku likovne umetnosti, kakšno mora biti ustrezno likovno okolje, kako se učitelji pripravijo na likovno pedagoško delo z učenci ter kako se izvaja individualizacija in diferenciacija pri pouku. V nadaljevanju sledi predstavitev načel inkluzivne vzgoje in izobraževanja, opis učencev s PPPU, petstopenjski model dela z učenci z učnimi težavami ter strategije dobre poučevalne prakse. Največja pozornost je namenjena posameznim skupinam učencev s PPPU ter prilagoditvam in strategijam poučevanja po učnih okoljih. Na kratko so opisani tudi nadarjeni učenci s PPPU. V empiričnem delu diplomskega dela predstavljamo rezultate raziskave, v kateri so sodelovali učitelji razrednega pouka in predmetnega pouka likovne umetnosti. Na podlagi rezultatov ugotavljamo, da sodelujoči učitelji prilagajajo pouk likovne umetnosti učencem s PPPU na različne načine. Največkrat prilagajajo svojo učno razlago, učence spodbujajo k dokončanju izdelka ter večkrat demonstrirajo likovne tehnike. Ugotavljamo tudi, da imajo pri tem predmetu največ težav učenci z dispraksijo in učenci z motnjo pozornosti in hiperaktivnosti. Učiteljem pri poučevanju likovne umetnosti največ težav povzroča pomanjkanje motivacije za likovno ustvarjanje. Skrbi nas tudi podatek, da pri pripravi na likovno pedagoško delo z učenci s PPPU večina učiteljem nihče ne svetuje in se znajdejo sami ter, da večina učiteljev uporablja standardno učno pripravo in morebitne težave rešuje sproti. The diploma thesis deals with the pupils with deficiencies in individual fields of learning (in continuation: pupils with DIFL) and the teacher’s work with them, and the connected appropriate adaptations in lessons of arts. Theoretical part of the diploma thesis includes a brief definition of the subject of arts, objectives of the subject and the tasks of the teacher within the subject. Then, the methods and forms of work are described, which are used by the teachers in the lessons of arts, what should be the appropriate fine arts environment, how the teachers should be prepared to fine arts educational work with the pupils, and how individualization and differentiation in the process of the lessons should be performed. Furthermore, there is a presentation of the principles of the inclusive education, description of the pupils with DIFL, five-level model of working with pupils with learning difficulties as well as the strategies of good teaching practice. The greatest attention is intended to individual groups of pupils with DIFL as well as adaptations and strategies of teaching in teaching environments. Briefly, the talented students with DIFL are described too. In the empirical part of the diploma thesis we present the results of the research, where the elementary school teachers and subject teachers of the arts participated. On the basis of the results we ascertain that the participating teachers are adapting the lessons of the arts to the pupils with DIFL in various ways. On most occasions they adapt their teaching explanations, they encourage students to finish their product and demonstrate fine arts techniques several times. We ascertain also that pupils with dyspraxia and student with the disorder in attention and of hyperactivity have the most problems at this subject. In teaching arts, the teachers face the greatest challenge in the lack of motivation for artistic creation. We are also concerned about the fact that in the process of preparations to pedagogical work with students with DIFL most of the teachers have no support in counseling they usually find their own ways most of the teachers use standard teaching preparations and solve the possible problems when they emerge.