Iskustva nastavnika glazbenih škola u radu s djecom s teškoćama

master's thesis

• Title (english): Teaching children with disabilities: perspectives of teachers working in music schools
• Author: Paula Tumir
• Mentor: Lelia Kiš-Glavaš (mentor)
• Committee member: Lelia Kiš-Glavaš (predsjednik povjerenstva)
• Committee member: Renata Pinjatela (član povjerenstva)
• Committee member: Damir Miholić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2020-09-25, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Cilj ovoga rada bio je istražiti i iznijeti iskustva nastavnika osnovnih i srednjih glazbenih škola u njihovom radu s djecom s teškoćama, tj. ispitati jesu li i na koji su način pripremljeni za rad s djecom s teškoćama kroz fakultetsko obrazovanje, imaju li mogućnost stručnog usavršavanja po završetku studija u ovom području te imaju li u svom radu podršku stručnog suradnika.
Istraživanje se sastojalo od kvantitativnog djela u kojem je sudjelovalo 27 nastavnika glazbenih škola, dok su u kvalitativnom dijelu istraživanja sudjelovala 4 nastavnika glazbenih škola.
Rezultati istraživanja pokazali su da nastavnici glazbenih škola prilikom studija većinom ne uče kako raditi s djecom s teškoćama, niti im je po završetku studija dostupan dovoljan broj edukacija u ovom području. Nastavnici većinom sami i na vlastitu inicijativu dolaze do informacija potrebnih za rad s djecom s teškoćama. Prema izjavama nastavnika, u glazbenim školama većinom nisu zaposleni stručni suradnici, međutim nastavnici prepoznaju potrebu za njihovim zapošljavanjem. Ovisno o djetetovim teškoćama nastavnici na različite načine prilagođavaju nastavni proces, sadržaje i materijale kako bi dijete s teškoćama moglo sudjelovati u nastavnom procesu.

Abstract (english)

The aim of this paper was to present experiences of teachers employed in elementary and high music schools, who work with children with developmental difficulties. The main aims were to explore whether music teachers are prepared to work with children with developmental difficulties after Master graduation and do they have an opportunity to continue their education in this field after graduation. Other aims were to find out do music teachers have a support of school expert associates. The whole research consisted of both quantitative and qualitative research. 27 music teachers participated in quantitative research part, and 4 music teachers agreed to participate in qualitative research part (interview) as well. The results showed that most music teachers do not learn at University how to work with children with developmental difficulties, nor do they have many opportunities to gain some formal knowledge in this field after graduation. Most music teachers seak information necessary to work with children with developmental difficulties for themselves. According to music teachers, music schools mostly do not employ school expert associates. However, music teachers believe that they would profit from help of school expert associates, considering working with children with developmental difficulties. Music schoo lteachers make some adaptations in school programme, process and materials depending on the child's difficulties.

• Keywords: nastavnici glazbenih škola; glazbene škole; djeca s teškoćama; prilagodba nastavnog procesa
• Keywords (english): music school teachers; music schools; children with developmental difficulties; lecture and material adaptations
• Language: croatian
• URN:NBN: urn:nbn:hr:158:070263
• Study programme: Title: Graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-10-15 12:50:25