Vloga učitelja pri obravnavi učencev z diskalkulijo

• Main Author: Tostovršnik, Monika
• Other Authors: Kavkler, Marija
• Format: Master Thesis
• Language: Slovenian
• Published: 2017
• Subjects: inkluzivna vzgoja in izobraževanje; inclusive education; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=92914; https://repozitorij.uni-lj.si/Dokument.php?id=101081&dn=; https://plus.si.cobiss.net/opac7/bib/11612489?lang=sl

V teoretičnem delu magistrskega dela je izpostavljena pomembnost učiteljeve vloge pri uresničevanju inkluzivne vzgoje in izobraževanja v praksi. Predstavljene so naloge učitelja na 5-stopenjskem modelu nudenja pomoči učencem z učnimi težavami, pri čemer največ pozornosti namenjamo njegovi ključni vlogi, ki jo ima pri obravnavi učencev z diskalkulijo. Diskalkulija je učna motnja, ki vpliva na sposobnost usvajanja matematičnih znanj in spretnosti ter vpliva na posameznikovo vseživljenjsko uspešnost tako na matematičnem področju kot drugih področjih njegovega vsakdana. V teoretičnem delu predstavljamo, kako lahko učitelj, ki z učenci preživi največ časa, prepozna učence z diskalkulijo. Hkrati izpostavljamo, katere so učinkovite prilagoditve ter oblike pomoči, ki bi se jih naj učitelj, poleg dobre poučevalne prakse, posluževal, da tudi učencem z diskalkulijo omogoči doseganje učnih ciljev. Ker pa tako kot učenci tudi učitelj pri svojem delu potrebuje podporo in pomoč, je izpostavljena pomembnost njegovega sodelovanja z drugimi strokovnjaki na šoli in izven nje. V okviru empiričnega dela smo s pomočjo anketnega vprašalnika med dvainpetdesetimi učitelji razrednega pouka raziskali, kako dojemajo svojo vlogo pri obravnavi učencev z diskalkulijo, na kakšne načine jih prepoznavajo, kakšne prilagoditve in pomoč jim omogočajo ter s kom in kako učinkovito pri tem sodelujejo. Želeli smo ugotoviti tudi, ali se med odgovori razrednih učiteljev pojavljajo razlike glede na število let delovne dobe in glede na to, ali so učenca, pri katerem se kažejo značilnosti diskalkulije, že poučevali ali ne. Rezultati empirične raziskave so pokazali, da največ anketiranih razrednih učiteljev navaja, da je njihova naloga pri obravnavi učencev z diskalkulijo prepoznavanje učenčevih težav in prilagajanje pouka individualnim potrebam posameznega učenca. Učitelji so odgovorili tudi, da učence z diskalkulijo prepoznavajo na več različnih načinov in se ob tem večinoma ne srečujejo z nobenimi težavami. Obenem pa navajajo, da učencem z diskalkuljo nudijo različne prilagoditve in oblike pomoči. Anketirani učitelji menijo, da so pri obravnavi učencev z diskalkulijo velikokrat sami ter da podpora in pomoč, ki so ju deležni s strani šolskega tima, nista zadostni. Učitelji ocenjujejo, da bi za še uspešnejšo obravnavo učencev z diskalkulijo potrebovali nekaj dodatnih znanj na tem področju, ki bi si jih lahko pridobili v okviru dodatnih strokovnih izobraževanj. In the theoretical part of the master thesis, the importance of the teacher's role in the implementation of inclusive education in practice, is exposed. Moreover, the teacher's role at the 5-tier model in helping students with difficulties is presented. The most attention is devoted to the vital role he plays in dealing with students with dyscalculia. Dyscalculia is a learning disorder, which affects the acquisition of mathematical knowledge and skills. Dyscalculia also affects the individual’s lifelong success both on the field of mathematics and other areas of his everyday life. In the theoretical part we present, how the teacher, who spends the most time with the students, can identify students with dyscalculia. Moreover, we highlight, which are effective adjustments and forms of assistance, which in addition to good teaching practices the teacher should use, in order to enable students with dyscalculia to achieve learning aims. Since, the teacher also requires the support and assistance in their work, the importance of his collaboration with other experts in and outside of school, is exposed. In the empirical part, using the questionnaire among fifty-two primary teachers, we have investigated, how they perceive their role in dealing with pupils with dyscalculia, in what ways they recognize them, what adaptations and support they enable them to, and with whom and how affective they collaborate in dealing with students with dyscalculia. We also wanted to ascertain, whether there are differences in teachers' answers depending on the number of their years of service and according to the fact, whether they had already taught students, showing characteristics of dyscalculia, or not. The results of empirical studies have shown, that most class teachers, included in the study, state, that their task in dealing with students with dyscalculia is to identify students’ difficulties and adapting learning process to individual needs of each student. The teachers also answered, that they recognize students with dyscalculia in many different ways and that they normally don’t encounter any problems while recognizing. At the same time they state, that they offer various forms of assistance to students with dyscalculia. Teachers feel that they are often alone in dealing with students with dyscalculia, and that the support and assistance, they receive from the school team, is not sufficient. To be able to deal with students with dyscalculia even more effectively, primary teachers estimate, that they would need some additional knowledge in this field, which they could gain through the additional professional training.