Stavovi i znanja učitelja o planiranju i provedbi redovitog programa uz individualizirane postupke

master's thesis

• Title (english): Teachers's Attitudes and Knowledges about Planning and Implementing Individualized Education Program
• Author: Ana Ožbolt
• Mentor: Jasmina Ivšac Pavliša (mentor)
• Mentor: Mirjana Lenček (sumentor)
• Committee member: Jasmina Ivšac Pavliša (predsjednik povjerenstva)
• Committee member: Mirjana Lenček (član povjerenstva)
• Committee member: Ana Bonetti (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2022-09-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Obrazovni sustav u Republici Hrvatskoj njeguje različitost u školama na način da kroz kurikulum nastoji osigurati priliku svoj djeci da ostvare svoj puni potencijal. Redoviti program uz individualizirane postupke dodjeljuje se učenicima koji s obzirom na teškoću mogu svladavati redoviti nastavni plan i program bez zadiranja u sadržaju, ali su im zbog specifičnog funkcioniranja potrebni individualizirani postupci u radu. Kako bi provedba programa bila uspješna, važno je istaknuti ulogu svih članova tima, a među njima posebno učitelja koji provode individualizirane postupke. Cilj rada je ispitati stavove i znanja učitelja osnovnih škola o planiranju i provedbi redovitog programa uz individualizirane postupke te dobiti uvid o njihovoj samoprocjeni vlastitih kompetencija te procjeni kvalitete podrške obrazovnog sustava i kvaliteti suradnje sa stručnim suradnicima i roditeljima. Za potrebe istraživanja konstruiran je online upitnik namijenjen učiteljima razredne i predmetne nastave s područja Republike Hrvatske. U istraživanju je sudjelovalo 150 učitelja. Dobiveni podatci obrađeni su programu IBM SPSS Statistics. Rezultati istraživanja pokazuju kako učitelji imaju prosječnu razinu poznavanja poremećaja i postupka poučavanja i ocjenjivanja učenika s IOOP-om. Nadalje, učitelji su izrazito nezadovoljni sa znanjima koja su stekli kroz formalno obrazovanje o radu s učenicima s komunikacijskim poremećajima, ADHD-om i specifičnim poremećajima učenja te nedostatkom stručnih suradnika. Važno je istaknuti da najveće razlike postoje s obzirom na dodatno obrazovanje učitelja, što ukazuje na potrebu za organizacijom edukacija od strane stručnih suradnika, agencija i visokoškolskih ustanova.

Abstract (english)

Educational system in Croatia tries to provide an opportunity to all students to reach their full potential. Individualized Education Program is provided to students who although their difficulties can follow regular educational plan and program without changes to content, but due to their specific functioning they demand individualized teaching procedures. Furthermore, in implementing succesfully individualized programs, it is important to point out the role of the teacher who are planning and performing programs. The main aim was to investigate teacher's attitudes and knowledges about planning and implementing Individualized Education Program and to have a better view of their self assessment of their competency.Teacher's assessment of support from educational system and quality of collaboration with a mobile team of experts and with parents were investigated, too. For purposes of this research, it is developed an online questionnaire for the teacher in elementary schools from Croatia. 150 teachers participated in research. Collected data was processed in the IBM SPSS Statistics. Results show that teachers assess their knowledge as average in knowing difficulties, teaching and gradeing students with individualized programs. Teachers are displeased with knowledge which they received through formal education about teaching students with specific learning disorders, communication disorders, ADHD and support they are receiving from special educational needs coordinators in schools. It has to be noted that the greatest differences are amoung teachers considering continuing education. All things considered, theachers needs to provide more support in forms of continuing education from mobile team of experts, but also from government agency for education.

• Keywords: inkluzivni odgoj i obrazovanje; specifični poremećaj učenja; komunikacijski poremećaji; ADHD; kompetencije učitelja; perspektiva učitelja.
• Keywords (english): Inclusive education; specific learning disorders; communication disorder; ADHD; teacher's competencies; teachers' perspective
• Language: croatian
• URN:NBN: urn:nbn:hr:158:855689
• Study programme: Title: Graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-11-04 14:40:03