Procjena ponašanja učenika s primjerenim oblikom školovanja u redovitoj osnovnoj školi

master's thesis

• Title (english): Evaluation Of Students Behavior With Appropriate Compulsory Schooling In Regular Primary School
• Author: Diana Vajsbaher
• Mentor: Jasna Kudek Mirošević (mentor)
• Mentor: Zlatko Bukvić (sumentor)
• Committee member: Tomislav Topolovčan (predsjednik povjerenstva)
• Committee member: Goran Lapat (član povjerenstva)
• Committee member: Zlatko Bukvić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Pedagogy and Didactics); Zagreb
• Defense date and country: 2020-07-07, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences; Behavioral Disorders
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Što je to inkluzivna kultura škole, koji to programi primjerenog programa odgoja i obrazovanja u našim školama postoje te tko su učenici s posebnim potrebama i kako učitelji procjenjuju njihovo ponašanje samo su neka od pitanja na koja se u ovom radu nastoji odgovoriti. Učenik s posebnim odgojno-obrazovnim potrebama je svako dijete koje ima veće poteškoće u učenju od svojih vršnjaka, ali i dijete koje postiže natprosječne rezultate. Upravo zbog njihovih različitosti potrebna im je dodatna odgojno-obrazovna podrška. Ona se postiže primjerenim programima odgoja i obrazovanja, odnosno nastavnim planovima i programima koji omogućavaju odgojno-obrazovno napredovanje učenika uz poštivanje njihovih sposobnosti, funkcioniranja ili potreba. Različite teškoće djece utječu na učenje i ponašanje njih samih, njihove obitelji, vršnjake i odgojno-obrazovne djelatnike. S tim se teškoćama učenici suočavaju na različite načine, a često biraju ponašanja neprihvatljiva u razrednom ili nekom drugom okruženju. Ipak, učitelji u radu s djecom trebaju znati prepoznati potrebe svakog djeteta te mu osigurati najbolje moguće okruženje za postizanje uspjeha.
Ovo istraživanje usmjereno je prikupljanju podataka i analizi učiteljskih percepcija ponašanja učenika. Dobiveni rezultati pokazuju da učitelji procjenjuju veću prisutnost eksternaliziranih problema u ponašanju učenika u odnosu na učenice koje pokazuju više internaliziranih problema. Međutim ove razlike nisu značajne. Razlika ne postoji ni kad pogledamo kako učenici uče i izvršavaju školske obaveze Kad usporedimo učenike razredne s učenicima predmetne nastave, dolazimo do rezultata da učenici razredne nastave iskazuju više eksternaliziranih problema u učenju i izvršavanju školskih obaveza. Dobiveni rezultati pokazuju kako nema većih razlika u iskazivanju internaliziranih problema u ponašanju (uspoređujući učenike razredne i predmetne nastave) te zauzimanja učenika za sebe i svoje potrebe.

Abstract (english)

What is an inclusive school culture, what are the programs of an appropriate education program in our schools and who are students with special needs and how do teachers assess their behavior, are just some of the questions that this paper seeks to answer. A student with special educational needs is any child who has bigger learning difficulties than his peers, but also a child who achieves above-average results. That is why they need special educational support. It is achieved by special appropriate programs of education, ie curricula and programs that enable the educational progress of students, while respecting the identified difficulty, functioning or needs of students. There are a number of disorders that both children and their families, peers, and ultimately teachers face. Students often face these disorders in different ways and their behavior is often unacceptable in a classroom or other environment. However, the teacher working with children should know how to recognize the needs of each child, and create a pleasant atmosphere in the classroom, but also prepare him for later, independent, life.
This research focuses on data collection and analysis of teacher perceptions of student behavior. The obtained results show that teachers estimate a higher presence of externalized problems in male student behavior compared to female students who show more internalized problems. However, these differences are not significant. There is no difference when we look at how students learn and perform school obligations. When we compare class students with students in subject classes, we come to the result that class students express more externalized problems in learning and fulfilling school obligations. The obtained results show that there are no major differences in the expression of internalized behavioral problems (comparing students of class and subject teaching) and the commitment of students to themselves and their needs.

• Keywords: učenici s teškoćama; primjereni oblici školovanja; odgojnoobrazovna podrška; eksternalizirani i internalizirani problemi u ponašanju
• Keywords (english): students with appropriate compulsory schooling; educational support; inclusive school culture; externalized and internalized behavioral problems
• Language: croatian
• URN:NBN: urn:nbn:hr:147:183976
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-10-15 09:27:22