Individualizirana podrška učenicima sa specifičnim teškoćama u učenju u primarnom obrazovanju

master's thesis

• Title (english): Individualized support for students with specific learning difficulties in primary education
• Author: Ivana Galović
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Siniša Opić (predsjednik povjerenstva)
• Committee member: Jasna Kudek Mirošević (član povjerenstva)
• Committee member: Višnja Rajić (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

Abstract

Specifične teškoće u učenju u novije vrijeme se javljaju kod sve više učenika. Gotovo svi učenici u nekom trenutku imaju teškoće u usvajanju nastavnog sadržaja, međutim potrebno je razlikovati kratkotrajne teškoće od dugotrajnih i specifičnih. Najučestalije specifične teškoće u učenju su disleksija, disgrafija i diskalkulija. Takve učenike karakterizira nesrazmjer između njihovih potencijala i postignuća, što može dovesti do manjka samopouzdanja i razvijanja loše slike o sebi. Stoga je nužno uključiti učenike u primjerene oblike odgoja i obrazovanja koji će smanjiti postojeći nesrazmjer. Ti oblici sadrže niz individualiziranih postupaka učenja i poučavanja koji olakšavaju odgojno-obrazovni proces za učenika i omogućuju praćenje nastavnog sadržaja. Cilj ovoga istraživanja je ispitati u kojoj mjeri učitelji u osnovnim školama Republike Hrvatske pružaju individualiziranu podršku učenicima sa specifičnim teškoćama u učenju (disleksija, disgrafija, diskalkulija), uzimajući u obzir njihovu raznolikost u mogućnostima i načinima učenja, u svrhu čega je provedeno kvantitativno istraživanje. Uzorak istraživanja čini 113 učitelja osnovnih škola na području Republike Hrvatske koji su ispunjavali online upitnik. Sudionici su najprije odgovarali na opća pitanja (spol, zanimanje i godine radnog staža u praksi). Slijedile su 24 tvrdnje o individualiziranim postupcima u kojima su sudionici na peterostupanjskoj Likertovoj skali označavali koliko često provode određeni individualizirani postupak u nastavi. Rezultati pokazuju kako sudionici u velikoj mjeri provode određene individualizirane postupke. Najviše sudionika provodi postupak produljivanja vremena za ostvarivanje zadataka, dok najmanje sudionika primjenjuje različite metode rada i provodi usmene provjere umjesto pismene, kao i najmanje njih surađuje sa stručnim suradnicima. Temeljem ovakvih preliminarnih rezultata istraživanja moguće je planirati daljnja istraživanja u svrhu poticanja dodatnih programa profesionalnog razvoja učitelja u području individualizacije i diferencijacije kurikuluma kako bi učitelji što više stjecali specifične kompetencije u ovom području.

Abstract (english)

Nowadays more and more and more students have specific learning difficulties. Almost all students at some point have difficulties in acquiring the teaching content, however, it is necessary to distinguish between short-term difficulties and long-term and specific ones. The most common specific learning difficulties are dyslexia, dysgraphia and dyscalculia. Such students are characterized by a disparity between their potential and achievements, which can lead to lack of self-confidence and development of a poor self-image. Therefore, it is necessary to include students in appropriate forms of upbringing and education that will reduce the existing disparity. These forms contain a number of individualized learning and teaching procedures that facilitate the educational process for the student and enable monitoring of the teaching content. The aim of this research is to examine the extent to which teachers in primary schools in Croatia provide individualized support to students with specific learning difficulties (dyslexia, dysgraphia, dyscalculia), taking into account their diversity in opportunities and ways of learning, for the purpose of which a quantitative study was conducted. The research sample consists of 113 primary school teachers in Croatia who filled out an online questionnaire. Participants first answered general questions (gender, profession and years of experience in practice). This was followed by 24 statements about individualized procedures in which the participants indicated on a five-point Likert scale how often they carry out a certain individualized procedure. The results show that the participants carry out certain individualized procedeuress to a large extent. Most participants implement the procedure of extending the time for completing tasks, while the least participants apply different work methods and conduct oral exams instead of written ones, and the least of them cooperate with professional associates,. Based on such preliminary research, it is possible to plan further research in order to encourage additional professional development programs for teachers in the area of individualization and differentiation of the curriculum so that teachers acquire specific competencies in this area as much as possible.

• Keywords: individualizirani postupci; primarno obrazovanje; primjereni oblici odgoja i obrazovanja; učenici sa specifičnim teškoćama u učenju
• Keywords (english): individualized procedures; primary education; appropriate forms of upbringing and education; students with specific learning difficulties
• Language: croatian
• URN:NBN: urn:nbn:hr:147:831333
• 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: 2023-07-19 07:38:24