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The applied adjustments for children with special needs in the first trimester of primary school

Sanja Marn (2012) The applied adjustments for children with special needs in the first trimester of primary school. Diploma thesis.

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    Abstract

    Heterogeneity of the groups is caused by uniqueness of each individual and this uniqueness is also a creator of the educational process. There are various ways the teachers use to cope with the diversity of the students, their interests, abilities and needs. However, when the needs of the students are too specific and they need intensive help, the process of placing the students into a program for special education is triggered. The student can thus receive a program that fits the needs of the student or they receive individual education program. If the application for such programme is answered positively, the student receives the decision that lists the adjustments that should be provided in the classroom. The school then forms teams. There is an individual team for each student and that team has to alleviate deficits, while adjustments, decisions and recommendations should be taken into account. The adjustments that are listed in the individualized programs should be implemented in the classroom by the teachers. When in doubt the teachers can always resort to Instructions for Adjusted Elementary School Program with Additional Professional Help. The objective of the diploma thesis is to establish if there is compliance between adjustments recorded in the decisions about the directed educational program, adapted implementation and additional professional assistance, individualized programs for students and adjustments for these students. The research has focused on the students of the first trimester, but only on those who have received the direction into these programs. I have used the survey questionnaire for teachers and after gathering the answers I have compared the data with the adjustments in the documentation. The comparing was done with the help of the directions, individual education programs and with the visitations of basic school subjects. Thirty teachers of the first trimester have actively participated in the research and those all have students with the direction for 2011/2012 in the classroom. I have found that the individualized educational programs have listed more adjustments than the directions into directed educational programs. The directions consist of adjustments that are broadly defined, however, in the individual educational programs they are defined more specifically. The adjustments lacked during the lessons, since there are more listed in the individual education programs. It has also been established that the teachers share an opinion that they adjusted the lessons according to the special needs, but in fact it is just a case of good teaching practice. For a more detailed analysis of the adaptation of instruction for students with special needs the observation of a larger sample, more subjects and a longer period of time would be required.

    Item Type: Thesis (Diploma thesis)
    Keywords: children with special needs, placement of children with special needs, additional support, an individualized program, adjusted execution of an individualized program
    Number of Pages: 73
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Mojca Lipec StoparMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9319241)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 946
    Date Deposited: 19 Jul 2012 11:51
    Last Modified: 19 Jul 2012 19:41
    URI: http://pefprints.pef.uni-lj.si/id/eprint/946

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