Znanje o disleksiji kod profesora hrvatskog jezika u srednjim školama

master's thesis

• Title (english): Knowledge of dyslexia in high school teachers of croatian language
• Author: Antonella Zec
• Mentor: Mirjana Lenček (mentor)
• Committee member: Mirjana Lenček (predsjednik povjerenstva)
• Committee member: Ana Leko Krhen (član povjerenstva)
• Committee member: Dora Knežević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2019-09-23, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Problematika specifičnih poremećaja učenja, premda vrlo prisutna unutar osnovnih i srednjih škola, nije dovoljno prepoznata, a znanje koje nastavno osoblje ima o specifičnim poremećajima učenja nije dostatno. Cilj je ovog diplomskog rada utvrditi kakvo je znanje o disleksiji kod profesora hrvatskog jezika u srednjim školama. Svrha je rada bila uvidjeti postoje li razlike u znanju o disleksiji između profesora koji imaju manje od 10 godina radnog iskustva i onih koji ga imaju 10 i više godina, profesora koji su se susretali s učenicima s disleksijom i onih koji nisu te između profesora koji su se tijekom svog školovanja/radnog vijeka usavršavali na temu specifičnih poremećaja učenja. Istraživanje je provedeno na uzorku od šezdeset i šest (N=66) profesora hrvatskog jezika u Srednjoj školi Isidora Kršnjavog Našice, Drugoj srednjoj školi Beli Manastir, Prvoj gimnaziji Osijek, Strukovnoj školi Marko Babić Vukovar, Ekonomskoj školi Vukovar, Gimnaziji Vukovar, Srednjoj strukovnoj školi Vinkovcii te Srednjoj školi Pakrac. U istraživanje su bila uključena oba spola, šezdeset i tri profesorice (95.5%) te tri profesora (4,5%). Ispitanici su bili ispitani pomoću upitnika oblikovanog za ovo istraživanje. Rezultati su pokazali da profesori hrvatskog jezika imaju osnovna teorijska znanja i spoznaje o disleksiji. Nadalje, analiza rezultata pokazala je da su profesori koji imaju manje od 10 godina radnog iskustva postigli nešto bolje rezultate na većini pitanja. Razlike između profesora koji su se susreli s učenicima s disleksijom i onih koji nisu, kao i profesora koji su se usavršavali na temu Specifičnih poremećaja učenja i onih koji nisu, nisu statistički značajne. Na temelju svih rezultata zaključuje se da su profesori hrvatskog jezika u srednjim školama upoznati s disleksijom, no trebali bi sustavno biti podučavani spoznajama o njoj kako bi mogli pružiti podršku i pomoći učenicima s disleksijom.

Abstract (english)

The problem of specific learning disorders, although very much present in elementary school and high school, is not properly recognized, and the knowledge that school staff has about specific learning disorders is not enough. The aim of this study is to determine the level of knowledge that high school teachers of the Croatian language have about dyslexia. The purpose was to find if there are any differences in the levels of knowledge about dyslexia between teachers with less than 10 years of experience and teachers that have 10 and more years of experience, the teachers with and without dyslexic student in their class and teachers who were educated about dyslexia through their college or work on the topic of specific learning disorders. The study included sixty-six (N=66) high school teachers of High School Isidora Kršnjavog Našice, The Second High School Beli Manastir, The First Grammar School Vukovar, High School Marko Babić Vukovar, High School of Economics Vukovar, Grammar school Vukovar, High school Vinkovci and High school Pakrac. The study included sixty-three female (95,5%) and forty-two male examinees (4,5%). They were examined with the questionnaire created specifically for the purpose of this study. The results showed that high school teachers of the Croatian language possess a certain amount of basic knowledge about dyslexia. Onwards, the result analysis showed that teachers wo have less than 10 years of working experience had slightly better results on most of the questions. The differences between teachers with and without dyslexic student in their class are not statistically significant. Also, differences between teachers who had been educated about dyslexia and those who hadn't are not statistically significant. Based on all results, the conclusion was made that high school teachers of the Croatian language possess a certain basic knowledge of dyslexia, but they should all the same be exposed to the information about it systematically in order to learn how to be supportive and how to help students with dyslexia.

• Keywords: disleksija; profesori; hrvatski jezik; srednja škola
• Keywords (english): dyslexia; teachers; Croatian language; high school
• Language: croatian
• URN:NBN: urn:nbn:hr:158:663425
• 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: 2019-10-28 13:42:15