Kompetencije učitelja u radu s učenicima s oštećenjima sluha, jezično-govorne-glasovne komunikacije i specifičnim teškoćama u učenju

master's thesis

• Title (english): Teachers’ Competencies in Working with Students Who Have Hearing Impairments, Language-Speech-Voice Communication Impairments and Specific Learning Difficulties
• Author: Marija Vučetić
• Mentor: Ana Blažević Simić (mentor)
• Mentor: Vesna Mildner (komentor)
• Committee member: Sandra Car (predsjednik povjerenstva)
• Committee member: Ana Blažević Simić (član povjerenstva)
• Committee member: Vesna Mildner (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: 2021-02-18, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy
• Scientific / art field, discipline and subdiscipline: INTERDISCIPLINARY AREAS OF KNOWLEDGE; Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Phonetics

Abstract

Broj djece s teškoćama u razvoju integriranih u redovne škole svakim je danom sve veći pa je time i više učenika s oštećenjima sluha, oštećenjima jezično-govorne-glasovne komunikacije te specifičnim teškoćama u učenju, a sluh, slušanje, jezik, govor i glas uvelike su važni za svakodnevnu komunikaciju u životu. Stoga raste i potreba za educiranim i kompetentnim učiteljima te profesionalnim razvojem kroz stručno usavršavanje i cjeloživotno učenje zbog čestog osjećaja nedovoljne kompetentnosti, ali i zakonske obveze svakog učitelja. Danas možemo govoriti o cijelom nizu kompetencija učitelja 21. stoljeća jer su njegovi zadaci i položaj mnogo zahtjevniji i kompleksniji nego prije i nema kvalitetnog obrazovanja učenika bez kvalitetno obrazovanih učitelja čija profesija predstavlja osnovu budućnosti društva. Stoga se u radu ističe i potreba za timskim radom učitelja sa stručnim suradnicima, drugim učiteljima i roditeljima učenika s teškoćama, kao i važnost jezične kompetencije i komunikacijskih vještina, provođenja samoprocjene u radu, osnovnih pedagoških kompetencija, poticanja motivacije i kreativnosti, igre i čitanja, odgovarajuće pripreme za rad s istaknutom populacijom učenika kako bi im školovanje i proces socijalizacije učinili što lakšim i kvalitetnijim uz razvoj samopouzdanja, samopoštovanja i sigurnosti jer su učitelj i učenik suputnici u usvajanju novih životnih i praktičnih spoznaja, sposobnosti, vještina i umijeća, sukreatori odgojno-obrazovnog procesa te svojim odnosima stvaraju socio-emocionalnu klimu u razredu pa bi učitelj učenika s teškoćama trebao doživljavati kao izazov i novi interes u radu te svojim osobinama ličnosti biti pozitivan model kojeg će učenici slijediti.

Abstract (english)

The number of children with disabilities integrated into regular schools is increasing every day, so there are more students with hearing impairments, language-speech—voice communication impairments and specific learning difficulties, and hearing, listening, language, speech and voice are very important for everyday communication in life. Therefore, there is a growing need for educated and competent teachers and professional development through professional training and lifelong learning due to the frequent feeling of insufficient competence, but also legal obligations of every teacher. Nowadays, we can talk about a whole range of competences of 21st century teachers because their tasks and position are much more demanding and complex than before and there is no quality education of students without quality educated teachers whose profession is the basis of society’s future. Therefore, the paper emphasizes the need for teamwork of teachers with professional associates, other teachers and parents of students with disabilities, as well as the importance of language competence and communication skills, conducting self-assessment, basic pedagogical competencies, encouraging motivation and creativity, play and reading, appropriate preparations for working with a prominent population of students to make their schooling and socialization process as easy and of high-quality as possible with the development of self-confidence, self-esteem and security, because the teacher and a student are companions in acquiring new life and practical knowledge, abilities, skills and proficiency, co-designers of educational process creating a socio-emotional climate in the classroom with their relationships, so the teacher should perceive students with disabilities as a challenge finding a new interest in work and making his personality traits be a positive model for students to follow.

• Keywords: učenici s teškoćama; oštećenja sluha; oštećenja jezično-govorne-glasovne komunikacije; specifične teškoće u učenju; kompetencije učitelja
• Keywords (english): students with disabilities; hearing impairments; language-speech-voice communication impairments; specific learning difficulties; teacher competencies
• Language: croatian
• URN:NBN: urn:nbn:hr:131:756932
• 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: Rhetoric; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije govorništva (magistar/magistra edukacije govorništva)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to authenticated users
• Created on: 2021-02-21 20:27:54