Samoprocjena odgojitelja i učitelja za podršku djeci sa specifičnim teškoćama učenja

undergraduate thesis

• Title (english): Self-assessment of kindergarten teachers and teachers for support of children with specific learning difficulties
• Author: Marija Radoš
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Jasna Kudek Mirošević (predsjednik povjerenstva)
• Committee member: Irena Klasnić (član povjerenstva)
• Committee member: Marina Đuranović (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-07-06, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Pojam specifične teškoće učenja sve je češće prisutan kako u istraživačkom tako i u odgojno-obrazovnom radu. Kod djece sa specifičnim teškoćama učenja riječ je o neurološkom nedostatku koji uzrokuje nedostatne procese obrade, koje se najčešće dijagnosticiraju u ranim razredima osnovne škole. Najraširenije specifične teškoće učenja su disleksija, disgrafija i diskalkulija. S obzirom na sve veći broj djece kojima se dijagnosticiraju specifične teškoće učenja, važno je znati planirati i provesti individualizirani pristup. Kako bi on bio što uspješniji, prije svega potrebno je postaviti temelje kvalitete u dječjim vrtićim i osnovnim školama, tako da se omogući cjeloživotno usavršavanje odgojiteljima i učiteljima. Na taj bi način poboljšali svoje već stečene kompetencije i znanja za univerzalni dizajn poučavanja, odnosno za rad s djecom tipičnoga razvoja, kao i za djecu s teškoćama u razvoju. U svrhu ovog rada provedeno je istraživanje putem kojeg su odgojitelji i učitelji napravili samoprocjenu prepoznavanja specifičnih teškoća učenja i svojih kompetencija. Središnji cilj istraživanja je analiza samoprocjene kompetencija odgojitelja i učitelja za rad s djecom sa specifičnim teškoćama učenja, kao i njihove kompetencije s obzirom na stečeno radno iskustvo u odgojno-obrazovnom sustavu. Analiza dobivenih rezultata ukazala je na činjenicu da se ispitani odgojitelji i učitelji ne smatraju dovoljno kompetentnima uzimajući u obzir radni staž. Rezultati ukazuju na potrebne promjene u odgojno-obrazovnom sustavu, kako bi se osigurao bolji i kvalitetniji pristup i podrška u učenju djeci sa specifičnim teškoćama učenja.

Abstract (english)

Term of specific learning difficulties is increasingly present in both research and educational work. Children with specific learning difficulties, it is a neurological defect that causes insufficient processing processes, which are most often diagnosed in the early grades of primary school. The most common specific learning difficulties are dyslexia, dysgraphia and dyscalculia. Considering that number of children diagnosed with specific learning difficulties is rising,it is important to know how to plan and implement an individualized approach. In order for it to be as successful as possible, it is necessary first of all to lay the foundations of quality standards in kindergartens and primary schools, and enable lifelong learning for educators and teachers. In this way, they would improve their already achived competencies and knowledge for universal design of learning, that is for working with children of typical development, as well as for children with disabilities.
For the purpose of this paperwork, research has been conducted through which educators and teachers made a self-assessment of recognizing specific learning difficulties and their competencies. Central goal of the research is to analyze the self-assessment of the competencies of educators and teachers to work with children with specific learning difficulties, as well as their competencies with regard to the acquired work experience in the educational system. The analysis of the obtained results showed the fact that the examined educators and teachers are not considered competent enough, considering the length of service. The results indicate the necessary changes in the educational system, in order to ensure better and higher quality access and support in learning for children with specific disabilities.

• Keywords: djeca sa specifičnim teškoćama učenja; odgojitelji; odgojno-obrazovna podrška; učitelji; samoprocjena kompetencija
• Keywords (english): children with specific learning difficulties; educators; the educational system; teachers; self-assessment
• Language: croatian
• URN:NBN: urn:nbn:hr:147:579127
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-10-21 09:02:07