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Principle's and expert team's perception of teamwork with children with special needs in elementary school

Alenka Cehner (2016) Principle's and expert team's perception of teamwork with children with special needs in elementary school. Diploma thesis.

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    Abstract

    The basis of this final thesis is principle's and expert team's perception of teamwork with children with special needs in elementary school. In theoretical part we define the terms integration and inclusion. Furthermore, we present the legal basis for work with children with special needs and describe the 5-stage model of help for children with special needs. We also describe principles of teamwork. The 5-stage model of help anticipates intensive aid in class and afternoon class, social worker inclusion, individual and group support, external expert support and childs participation in adjusted program and additional support. When child is directed, group of experts is named, including class teacher, social worker, and professionals who are executing additional support. All five stages of the model require teamwork therefore in theoretical part we present types and roles in the team, size of the team and communication between the team members. In the empirical part of this thesis we researched how members of the team and principle, who names them, perceive teamwork. The data was gathered with survey and was analysed with statistical software SPSS and Microsoft Excel. Survey was completed by 125 individuals, out of which 19 were headmasters, 36 special education and rehabilitation teachers, 25 class teachers, 3 subject teachers and 9 teachers who teach class with special needs child. Lastly 43 social workers were included. We discovered that almost half of surveyed people define team work as formation and achievement of common group goals. Most of asked individuals report discussion as most common activity in the group. We discovered that most common benefits of teamwork are mixtude of oppinions and views on the child in question. Most ideas come to the table as well as knowledge and experience of team members is exchanged. Lack of time and difficulty to mach times of team members were reported as most common obstacles. Some also reported unwillingness of team members and parents to actively participate in teamwork. Dificulties arise also at setting clear goals and following the agreed terms of work. We found that most common way of solwing provles withing the team are discussion and education of team members. Most members of group seem to be qualified for their work with kids with special needs. However, they also do consult other experts when solwing ptoblems. Almost half of participants believe they do have sufficient knowledge and skills to work in the expert group.

    Item Type: Thesis (Diploma thesis)
    Keywords: special needs children, expert group, teamwork, benefits of teamwork, obstacles
    Number of Pages: 65
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Alenka PolakMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11252041)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 3962
    Date Deposited: 19 Oct 2016 14:26
    Last Modified: 19 Oct 2016 14:26
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3962

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