Title Strategije učenja i poučavanja učenika s posebnim odgojno-obrazovnim potrebama Title (english) Learning and teaching strategies for students with special educational needs Author Ivona Vurnek Mentor Jasna Kudek Mirošević (mentor)Committee member Siniša Opić (predsjednik povjerenstva)Committee member Tihana Kokanović (član povjerenstva)Committee member Jasna Kudek Mirošević (član povjerenstva)Granter University of Zagreb Defense date and country 2024-07-04, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Ovaj diplomski rad istražuje strategije učenja i poučavanja učenika s posebnim odgojnoobrazovnim potrebama. Cilj je analizirati kako strategije učenja i poučavanja učitelji primjenjuju u radu s učenicima s posebnim odgojno-obrazovnim potrebama, uključujući učenike s teškoćama u razvoju i darovite učenike. Rad definira ključne pojmove i klasifikaciju učenika s posebnim odgojno-obrazovnim potrebama te detaljno opisuje kognitivne, metakognitivne i društveno-afektivne strategije učenja. Posebna pažnja posvećena je različitim nastavnim strategijama kao što su strategije rješavanja problema, učenje otkrivanjem, rad na projektu, interaktivno učenje i suradničko učenje. Strategije učenja uključuju tehnike ponavljanja, elaboracije, organizacije informacija i sl., dok strategije poučavanja obuhvaćaju učenje kroz otkrivanje i suradničko učenje koje potiče timski rad i zajedničko rješavanje problema. Interaktivne metode, poput rada na projektima i problemske nastave, motiviraju učenike praktičnim zadacima, dok integrativno učenje povezuje nastavne predmete i svakodnevne situacije, omogućujući primjenu naučenog u stvarnom životu. U radu se naglašava važnost kontinuiranog unapređenja obrazovnog sustava i prilagodbe nastavnih metoda kako bi se osigurala inkluzivna edukacija za sve učenike. Inkluzija je ključna za stvaranje obrazovnog okruženja koje podržava razvoj svakog učenika. Rezultati pokazuju da primjena prilagođenih strategija značajno poboljšava obrazovne ishode. Korištenjem raznolikih metoda, učitelji mogu stvoriti inkluzivno okruženje koje podržava razvoj svakog učenika. Učitelji igraju ključnu ulogu i potrebno je da budu adekvatno educirani i podržani. Također, ulaganje u resurse i tehnologiju može dodatno olakšati proces učenja. Zaključci ističu potrebu za stalnim unapređenjem obrazovnog sustava i podrškom učitelja kako bi se uspješno implementirale strategije prilagođene individualnim potrebama učenika. Kvalitetna inkluzivna edukacija ključna je za osiguranje jednakih prilika za sve učenike, bez obzira na njihove odgojnoobrazovne potrebe te je od presudne važnosti za njihov budući uspjeh.
Abstract (english) This graduate thesis examines the strategies of learning and teaching pupils with a special educational programme. The objective is to analyse how the teachers use strategies of learning and teaching while working with those pupils, including pupils with developmental difficulties and gifted pupils. The thesis defines the main terms and classification of pupils with a special educational programme and thoroughly defines cognitive, metacognitive and socio-affective strategies of learning. Emphasis is put on different teaching methods, such as problem-solving, learning by discovery, project working, interactive and cooperative learning. Learning strategies include techniques as repetition, elaboration, information organization et cetera, while teaching strategies include learning by discovery and cooperative learning which encourage teamwork and cooperative problem solving. Interactive methods, such as working on projects and problem-based teaching, encourage pupils with practical tasks, while integrative learning links school subjects and everyday situations which allows applying what is learnt to real life. In the thesis, highlight is put on the importance of continuous upgrading and adjusting of the educational system that would provide all pupils with inclusive education. The results show that using special strategies significantly improves educational outcomes. By using different methods, teachers are able to create an inclusive environment that supports the development of every pupil. Teachers play the main role, and it is crucial that they are adequately educated and supported. Moreover, investing in resources and technology can furthermore ease the learning process. Conclusions highlight the need for continuous improvement of the educational system and giving support to teachers so that the strategies adapted to individual needs of pupils could be successfully implemented. Quality inclusive education is crucial for securing the same opportunities for all pupils, regardless of their educational needs, and is of great importance for their further success.
Keywords
strategije učenja
strategije poučavanja
učenici s posebnim odgojnoobrazovnim potrebama
inkluzivni pristup
Keywords (english)
learning strategies
teaching strategies
students with special educational needs
inclusive approach
Language croatian URN:NBN urn:nbn:hr:147:295379 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 Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2024-10-09 11:14:29
