Mišljenja učitelja i studenata učiteljskog studija o etodičko-didaktičkim aspektima prilagodbe za učenike s ADHD-om

master's thesis

• Title (english): THE OPINIONS OF TEACHERS AND STUDENTS OF THE TEACHER STUDY ABOUT METHODICAL-DIDACTIC ASPECTS OF ADJUSTMENT FOR STUDENTS WITH ADHD
• Author: Mateja Sedlar
• Mentor: Jasna Kudek Mirošević (mentor)
• Mentor: Zlatko Bukvić (mentor)
• Committee member: Zlatko Bukvić (predsjednik povjerenstva)
• Committee member: Tea Pahić (član povjerenstva)
• Committee member: Goran Lapat (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2019-09-20, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Social Pedagogy

Abstract

Jedna od čestih dječjih teškoća s kojom se učitelji u školama susreću je deficit pažnje/hiperaktivni poremećaj (ADHD). Glavne karakteristike djece koja imaju ADHD su nepažnja, hiperaktivnost i impulzivnost. Nerazumijevanje samog poremećaja i djetetovih osjećaja dovodi do neujednačenosti očekivanja roditelja i učitelja sa sposobnostima djece da na njih primjereno odgovore. U suvremenim društvima djeca s različitim teškoćama imaju prilike uključiti se u odgojno- obrazovni sustav što im je garantirano nacionalnim i međunarodnim dokumentima. Većina djece s hiperaktivnim poremećajem školuju se po redovitim programima uz osiguravanje primjerene podrške.
Cilj ovoga rada je analiza mišljenja studenata i učitelja o metodičko-didaktičkim prilagodbama za učenike s ADHD-om jer je poznato da djeca s različitim teškoćama mogu napredovati (u svim ili nekim područjima) kao i njihovi vršnjaci u skladu sa svojim sposobnostima.
Rezultati provedenog istraživanja pokazuju da su studenti i učitelji razredne i predmetne nastave spremni prilagoditi materijale, sadržaje i aktivnosti učenicima s ADHD-om, kao i da su spremni za rad s učenicima s ADHD-om često tražiti pomoć i savjet stručnog suradnika. Međutim, statističkim analizama potvrđeno je da su studenti značajno više spremni izdvojiti više vremena za pripremu dodatnih materijala za učenike s ADHD-om u odnosu na učitelje.
Statističkim analizama utvrđene su značajne razlike među ispitanicima u njihovim odnosima prema radu s učenicima s ADHD-om s obzirom na dob ispitanika.
Statističkim analizama nisu utvrđene značajne razlike između učitelja razredne i učitelja predmetne nastave u njihovom razmišljanju o funkcioniranju učenika s ADHD-om. Također nisu utvrđene statistički značajne razlike u odnosu učitelja prema učenicima s ADHD-om u usporedbi sa studentima.

Abstract (english)

One of the common childhood difficulties teachers face in schools is attention deficit/hyperactive disorder (ADHD). The main characteristics of children with ADHD are inattention, hyperactivity and impulsivity. Misunderstanding of the disorder and the child's feelings leads to a mismatch beetween the expectations of parents and teachers with the children's ability to respond appropriately. In contemporary societies, children with various disabilities have the opportunity to become involved in the educational system, which is guaranteed by national and international documents. Most children with hyperactive disorder are enrolled in regular programs with appropriate support.
The aim of this study is to analyze students and teachers opinions on methodological-didactic adjustments for students with ADHD, as it is know that children with different disabilities may progress (in all or some areas) as well as their peers in accordance with their abilities.
The results of the study show that students and teachers class and subject teaching are ready to tailor materials, content and activities to students with ADHD, as well as being willing to work with students with ADHD often seek the help and advice of a professional associate. But by statistical analyzis it has been confirmed that students are significantly more willing to devote more time to preparing additional materials for students with ADHD compared to teachers.
Statistical analyzes found significant differences among respondents in their attitudes towards working with student's with ADHD, bases on the age of the respondents.
Statistical analyzes did not identify differences in the opinion of the classroom teachers and the teachers of the subject teaching in their thinking on the functioning of students with ADHD. Also no statistically significant differences were found in the ratio of techers to students with ADHD compared with students.

• Keywords: dijete s ADHD-om; studenti; učitelji; metodičko- didaktički pristup; oblici prilagođavanja
• Keywords (english): child with ADHD; students; teachers; methodological-didactic approach; forms of adjustment
• Language: croatian
• URN:NBN: urn:nbn:hr:147:438356
• 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: 2019-10-14 07:22:50