Teachers’ Views on Types of Support Provided for Pupils with Learning Disabilities / Stajališta nastavnika o oblicima pomoći za učenike s poteškoćama u učenju

Abstract

Abstract
The article presents the types of help provided for pupils with learning disabilities in mathematics in Slovenian primary schools. We have carried out research into the implementation of different types of help in reference to the Working Concept: Learning Disabilities in Primary Schools, assuming that schools provide individual support work plans for pupils with learning disabilities. A questionnaire was used to assess the implementation of assistance provided to pupils with learning disabilities during lessons and out of regular mathematics instruction as well as the satisfaction of teachers with the efficiency of different forms of assistance for pupils with learning disabilities in mathematics. Respondents were asked to evaluate through different assessment scales the frequency of the implementation of various forms of assistance in and out of classes (1-never, 2-rarely, 3-often, 4-always), as well as their satisfaction with the effectiveness of types of assistance provided for pupils with learning disabilities in mathematics through different assessment scales (1-not satisfied with efficiency at all, 2-barely satisfied with efficiency, 3- neither satisfied nor dissatisfied with efficiency, 4-quite satisfied with efficiency, 5-very satisfied with efficiency). The results of the empirical study have shown that teachers most often choose remedial classes, assistance to pupils within extended stay and additional individual assistance out of regular instruction; and during regular classes they tend to adapt their delivery of the syllabus, they adapt the knowledge consolidation models and they adapt the application of adequate learning tools. As regards the teaching process, teachers’ highest assessment is given to the satisfaction of effective adaptation of the knowledge consolidation model and to the promotion of the use of effective teaching materials. 
Key words: additional individual help; learning disabilities; mobile special pedagogues; pupils with learning disabilities; types of assistance.

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Sažetak
Ovaj rad prikazuje oblike pomoći za učenike s poteškoćama u učenju matematike u osnovnim školama u Sloveniji. Provedeno istraživanje vezano je uz primjenu različitih vrsta potpore po preporuci Radnog koncepta: Poteškoće u učenju u osnovnim školama, uz pretpostavku da škole nude podršku putem individualnih planova rada za učenike s poteškoćama u učenju. Kako bi procijenili primjenu pomoći koja se nudi učenicima s poteškoćama u učenju za vrijeme sata i nakon redovite nastave matematike koristili smo se upitnikom kao i za procjenu zadovoljstva nastavnika s učinkovitošću različitih oblika pomoći za učenike s poteškoćama u učenju matematike. Od ispitanika se tražila procjena putem različitih skala: mjerenje učestalosti implementacije različitih oblika pomoći za vrijeme i izvan nastave (od : 1 – nikada, 2 – rijetko, 3 – često, 4 – uvijek), kao i procjena učinkovitosti s određenim oblicima pomoći za učenike s poteškoćama u učenju matematike kroz skalu procjene (od: 1 – nezadovoljan s učinkovitošću, 2 – jedva zadovoljan s učinkovitošću, 3 – osrednje zadovoljan s učinkovitošću, 4 – dosta zadovoljan s učinkovitošću, 5 – vrlo zadovoljan s učinkovitošću. Rezultati empirijskog istraživanja pokazali su da se nastavnici najčešće koriste dopunskom nastavom, pomažu učenicima u produženom boravku i dodatno im individualno pomoći izvan redovite nastave; za vrijeme redovite nastave uglavnom prilagođavaju izvedbeni plan rada, prilagođavaju model konsolidacije znanja te prilagođavaju primjenu prikladnih alata za učenje.  Vezano uz proces poučavanja najviša ocjena dana je zadovoljstvu s učinkovitim prilagođavanjem modela konsolidacije znanja te poticanju korištenja materijala za učinkovito poučavanje.
Ključne riječi: dodatna individualna pomoć; poteškoća u učenju; „leteći“ specijalni pedagozi; učenici s poteškoćama u učenju; oblici pomoći