Support for Secondary School Students with Special Needs / Podrška srednjoškolcima s posebnim potrebama

Abstract

The article was part of the target research project Planning the Education Process – the Concepts of Curriculum Design, which examines the following two partial problems: support for, and organization of adaptations, and the implementation of individualized programmes (IP) for students with special needs (SN). The research sample comprised 131 Slovenian secondary school teachers who had students with SN in their classes and were provided additional professional support. We controlled the role of the type of school, type of impairment and teachers' training. Students with SN require most support in the areas of learning and motivation. This is particularly so for the students with learning difficulties and those with health impairments. Most teachers prepare special learning aids; when they need support for a student with SN, they cooperate with the school counselling service. The results show that the majority of students with SN do not participate in team meetings, and they also rarely make decisions about the IP learning objectives.

Key words: adaptations; individualized programme; secondary schools; support; students with SN.

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Članak je dio ciljnoga istraživačkog projekta Planiranje obrazovnoga procesa - koncepti kreiranja kurikula, koji istražuje sljedeća dva parcijalna problema: potpora i organizacija adaptacije te provedba individualiziranih programa (IP) za učenike s posebnim potrebama (PP). Uzorak istraživanja obuhvaća 131 profesora slovenskih srednjih škola koji su imali učenike s PP u svojim razredima i koji su dobili dodatnu stručnu podršku. Kontrolirali smo ulogu vrste škole, vrste oštećenja i usavršavanje nastavnika. Učenici s PP zahtijevaju najveću podršku u području učenja i motivacije. Ovo je osobito važno za učenike s teškoćama u učenju i one sa zdravstvenim poteškoćama. Većina nastavnika priprema posebna pomagala za učenje;  kada im je potrebna podrška za učenika s PP, oni surađuju sa školskom savjetodavnom službom. Rezultati pokazuju da većina učenika s PP ne sudjeluje u grupnim  sastancima, kao i da rijetko donose odluke o ciljevima učenja u IP.

Ključne riječi: adaptacije; individualizirani programi; podrška; srednje škole; učenici s PP.