Individualizirani pristup učenicima s govorno-jezičnim teškoćama u osnovnoškolskoj nastavi

master's thesis

• Title (english): Individualized approach to students with speech-language difficulties in primary school education
• Author: Nikolina Jozić
• Mentor: Jelena Vlašić Duić (mentor)
• Mentor: Ante Kolak (komentor)
• Committee member: Ana Vidović Zorić (predsjednik povjerenstva)
• Committee member: Ante Kolak (član povjerenstva)
• Committee member: Jelena Vlašić Duić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Phonetics); Zagreb
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2024-09-10, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences; Inclusive Education and Rehabilitation
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Didactics

Abstract

Cilj ovog diplomskog rada bio je istražiti individualizirani pristup učeniku s disleksijom u osnovnoškolskoj nastavi, s naglaskom na postupke koje učitelji provode u skladu s potrebama učenika. Istraživanje je provedeno kroz tri ključne perspektive: učeničke, nastavničke i roditeljske, kako bi se dobila sveobuhvatna slika o implementaciji individualizirane nastave učeniku s disleksijom. Korištena je istraživačka strategija studije slučaja, pri čemu su sudionici istraživanja bili učenik sedmog razreda s disleksijom, tri predmetna učitelja i učenikov roditelj. Podaci su prikupljeni putem polustrukturiranih intervjua, a rezultati pokazuju da koncept individualizacije postupaka u nastavi nije u potpunosti razumljiv učiteljima, što dovodi do neadekvatne primjene prilagođenih postupaka u nastavi. Iako učitelji osiguravaju dodatno vrijeme za rješavanje ispita i pružaju podršku tijekom nastave, izostaje dosljedna primjena pedagoško-didaktičkih smjernica i prilagodba nastavnih postupaka prema individualnim potrebama učenika s disleksijom. Zaključci istraživanja ističu nužnost dodatne edukacije učitelja o disleksiji i primjeni individualiziranih postupaka u nastavi, kao i važnost jačanja suradnje između škole i obitelji radi osiguranja učinkovitije podrške učenicima s disleksijom.

Abstract (english)

The aim of this research is to explore the individualized approach to a student with dyslexia in primary school teaching, with an emphasis on the procedures that teachers implement according to the students needs. The research was conducted from three key perspectives: the student’s, the teacher’s, and the parent’s, in order to gain a comprehensive understanding of the implementation of individualized teaching for a student with dyslexia. A case study research strategy was used, with participants including a seventh-grade student with dyslexia, three subject teachers, and the students parent. Data were collected through semi-structured interviews, and the results indicate that the concept of individualized teaching procedures is not fully understood by teachers, leading to inadequate application of adapted methods in teaching. Although teachers provide additional time for taking exams and offer support during lessons, there is a lack of consistent implementation of pedagogical-didactic guidelines and adjustment of teaching methods to meet the individual needs of students with dyslexia. The study's conclusions highlight the necessity for further teacher education on dyslexia and the application of individualized teaching procedures, as well as the importance of strengthening cooperation between the school and the family to ensure more effective support for students with dyslexia.

• Keywords: disleksija; govorno-jezične teškoće; individualizirani pristup; osnovnoškolsko obrazovanje
• Keywords (english): dyslexia; speech-language difficulties; individualized approach; primary school education
• Language: croatian
• URN:NBN: urn:nbn:hr:131:631800
• Study programme: Title: Pedagogy (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Study programme: Title: Phonetics (double major); specializations in: Clinical Phonetics, Rhetoric, General Phonetics, Rhetoric and General Phonetics; Course: Clinical Phonetics; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije fonetičar rehabilitator (magistar/magistra edukacije fonetičar rehabilitator)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-09-11 14:29:54