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Pre-school education teachers' attitudes to individualised programmes of pre-school children with special needs

Špela Poljanec (2016) Pre-school education teachers' attitudes to individualised programmes of pre-school children with special needs. MSc thesis.

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    In Slovenia individualised education program is set by law and has a double role. As a document it provides additional support and adjustments for special needs children so that their optimal progress is possible. As a dynamic process it defines the collaboration between educational workers, school management, parents and special needs child. In both respects the individualised education program allows and provides quality education and assistance to a child. Pre-school child with special needs spends big part of his active time at a kindergarten. Additional specialized support and adjustments of general program provide special needs child’s kindergarten time well-spent. As they are liable for implementation of general education program, pre-school teachers also have a main role at adjustments of general program. To effectively adjust the general program pre-school teachers cooperate with qualified special needs teachers. Together they adjust the program to children so that any child in the group, including special-needs child may achieve his optimal progress. How the pre-school teacher acts in the whole process of individualised education program depends on their attitudes towards it. Pre-school teachers appraise their knowledge, experiences and competences relied to special needs as insufficient. Therefore, we were interested in their comprehensions, attitudes and practices in process of developing, implementing and evaluating of individualised education programs. A questionnaire (Cronbachα = 0,875) was developed for the needs of our research. It includes set of qualitative questions and five point Likert scale. Answers of 84 pre-school teachers from central Slovenia were statistically analysed. The analysis show no important differences between groups of respondents defined by the chosen factors (e.g. years of work experiences, achieved education, active collaboration at the individualized education program process, additional workshops ... ). Nevertheless it offers a brief insight into pre-school teachers comprehensions of individualized education programs. The results show that pre-school teachers have no problems or unsuitable beliefs towards it in general. They are aware of individualised education program’s importance for special needs child’s progress. Their answers show that they have more problems with successful inclusion and care for the special needs child’s progress in the group. They are uncertain how to implement child’s individualized education program into general program. We conclude that special education teachers in kindergarten play more than one important role: they teach the special needs child but they also strengthen pre-school teachers to work with that child.

    Item Type: Thesis (MSc thesis)
    Keywords: Individualized education program, pre-school children, pre-school teachers, comprehensions, attitudes, practices
    Number of Pages: 69
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Mojca Lipec StoparMentor
    asist. dr. Suzana Pulec LahComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11310153)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4087
    Date Deposited: 11 Nov 2016 15:53
    Last Modified: 11 Nov 2016 15:53
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4087

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