Glazbeni poticaji u radu s djecom s govornim teškoćama u primarnom obrazovanju

master's thesis

• Title (english): Music stimuli in working with children with speech difficulties in primary education
• Author: Paula Fabek
• Mentor: Tamara Jurkić-Sviben (mentor)
• Committee member: Vesna Budinski (predsjednik povjerenstva)
• Committee member: Martina Kolar Billege (član povjerenstva)
• Committee member: Tamara Jurkić-Sviben (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2023-07-10, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Art of Music

Abstract

Tema ovog rada su glazbeni poticaji u radu s djecom s govornim teškoćama u primarnom obrazovanju. Učenici s govorno-jezičnim teškoćama uključeni su u redovne ili prilagođene programe u osnovnim školama. Učenici s takvim teškoćama često imaju problema s integracijom u odgojno-obrazovni proces pa se od učitelja očekuju kompetencije koje bi proces uključivanja učinile lakšim. Glazba i govor imaju zajedničke karakteristike i povezani su. Glazbeno poticajni elementi mogu uvelike pozitivno utjecati na govor, ali i na cjelokupnu osobu. Nastavno na to, cilj ovoga rada jest predstaviti vrste govornih teškoća koje se mogu javiti kod učenika školske dobi te prikazati glazbeno-terapijske postupke kojima se može pozitivno utjecati na poboljšanje istih. Važnu ulogu u napretku ima suradnja učitelja, roditelja i stručnih suradnika koji svojim dodatnim usavršavanjem mogu pripomoći bržoj i uspješnijoj rehabilitaciji takvih teškoća. Empirijski dio rada temelji se na istraživanju stavova budućih učitelja o primjeni glazbenih elemenata u radu s učenicima s govornim teškoćama u primarnom obrazovanju. Ideja je bila analizirati stavove budućih učitelja o tome smatraju li da je uporaba glazbenih elemenata u radu s djecom s govornim teškoćama poželjna, treba li ih uvesti u obrazovni proces te imaju li dovoljno kompetencija za takav rad. Rezultati su pokazali kako je uporaba glazbenih elemenata u radu s djecom s govornim teškoćama poželjna, ali zahtjeva dodatno usavršavanje. Nadalje, istraživanje je pokazalo kako upoznatost s mogućnošću uporabe glazbe u radu s djecom s govornim teškoćama ne utječe na želju uvođenja glazbeni elemenata kao pomoć u nastavu te da pohađanje glazbene škole ne utječe na težnju uporabe glazbe i glazbenih elemenata u budućem radu budućih učitelja. Međutim, razlika je uočena u odgovorima na tvrdnju pogoduje li glazba boljoj integraciji djece s govornim teškoćama u nastavi obzirom na godinu studija.

Abstract (english)

The topic of this paper is musical stimuli in working with children with speech difficulties in primary education. Students with speech and language difficulties are included in regular or adapted programs in primary schools. Students with such difficulties often face challenges with integration into the educational process, so teachers are expected to have competencies that would make the inclusion process easier. Music and speech share common characteristics and are interconnected. Music stimuli can greatly impact speech positively, as well as the overall individual. In line with that, the aim of this paper is to present types of speech difficulties that can occur in primary school students and to demonstrate music therapy techniques that can have a positive impact on improving them. Collaboration between teachers, parents, and professionals plays an important role in the progress, as their additional expertise can contribute to a faster and more successful rehabilitation of such difficulties. The empirical part of the paper is based on research on the attitudes of future teachers regarding the application of musical elements in working with children with speech difficulties in primary education. The idea was to analyze the attitudes of future teachers regarding whether they consider the use of musical elements desirable when working with children with speech difficulties, whether it should be introduced into the curriculum, and whether they have sufficient competencies for such work. The results showed that the use of musical elements in working with children with speech difficulties is desirable but requires additional training. Furthermore, the research showed that awareness of the possibility of using music in working with children with speech difficulties does not influence the desire to incorporate musical elements as aids in teaching and that attending music school does not affect the inclination to use music and musical elements in the future work of future teachers. However, difference was observed in responses to the statement of whether music contributes to better integration of children with speech difficulties in the classroom, depending on the year of study.

• Keywords: glazbeni poticaji; govorni poremećaji; terapija glazbom; verbotonalna metoda
• Keywords (english): musical stimuli; music therapy; speech disorders; verbotonal method
• Language: croatian
• URN:NBN: urn:nbn:hr:147:186970
• 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: 2023-07-20 07:11:27