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Inclusion of the primry student with Down syndrome in the sixth grade
Get PDFInclusion is a process that provides children with special needs (SEN) the opportunity to be
educated together with their peers. It is based on the inclusion of the individual in both the
school and social environment and emphasizes the acceptance of mutual differences.
Inclusion does not only ensure the optimal development of the potential of some children but
strives for higher quality teaching and inclusion of all children. The majority of children with
special needs have the opportunity to be educated in regular elementary schools but children
with intellectual impairment, including children with Down syndrome (DS), are deprived of
this. Indeed, the Placement of Children with Special Needs Act (2011) states that children
with intellectual impairment have the option of being included in an adapted educational
program that is carried out together with their peers in regular elementary schools. This
enables education with an adapted course and curriculum, as well as transitions between
education levels. Unfortunately, this is not implemented in practice. Therefore,
comprehensive systemic changes in the field of education and legislation would be necessary.
The implementation of inclusive practice does not only depend on the latter but is influenced
by several factors. One of them is support on the school level. School management must
promote inclusivity and provide professional workers with professional training. The extent to
which inclusion is implemented in practice depends on the teacher's educational competence.
Peers also influence successful integration because they spend a large part of the day together.
An important factor is also the family which must provide support to the child during different
periods of growing up. It is also essential for successful inclusion that there is good
cooperation between professionals and the family.
The master's thesis is based on the presentation of an example of good practice. By the
obtained results, we have provided insight into the inclusion of a student with DS in a regular
elementary school and shed light on the factors that influence the success of inclusion.
In our master's thesis, we were interested in how various factors influence the implementation
of inclusion in practice, what the necessary conditions are, and what can be the advantages
and obstacles. We wished to investigate what sources of help were available to parents and
professionals and how much support they and the student with DS received in this process.
We wanted to show what challenges teachers face when teaching, what the effective
adaptations of the learning environment and work strategies are, how the characteristics and
special needs of a student with DS affect the educational field and social inclusion, and what
the role of the assistant and the family is.
For this purpose, we included the following persons in the research sample: seven teachers
who taught a student with DS, a provider of additional professional assistance, his assistant,
the student, his parents, and 22 classmates. We conducted a semi-structured interview with
the student. To determine the social position of the student with DS in the classroom, we
produced a sociogram. For the other participants, we wrote a questionnaire with open-ended
questions. We also analyzed documents from the student's personal folder. We processed all
the collected data qualitatively and supported the results with the theoretical insights of
various authors.
Based on the analysis of the collected data, we ascertained that the contribution of all
participants is necessary for successful integration: the parents, the school management with
professional workers, the assistant, peers, and, of course, also the will of the student with DS
and his abilities. We ascertained that support is needed on the level of the wider environment,
school, and classmates. In the process, parents and professional workers must cooperate. The
student with DS achieved his educational goals with appropriate adaptations and good support
from family and school. Through the research, we also ascertained that the student with DS
has fairly well-developed social competencies, has no major problems with integration into
the wider environment, and is well accepted by his peers. The biggest challenge for teachers
when teaching a student with DS is planning the work and adapting the content. At the same
time, they highlight this as very important because well-planned individual goals for each
subject are essential for work. Parents and teachers agree that the education of children with
DS needs more support from the government
Razvijanje tehnološke pismenosti s pomočjo informacijsko-komunikacijske tehnologije
Get PDFMonografija Razvijanje tehnološke pismenosti s pomočjo informacijsko-komunikacijske tehnologije (IKT) obravnava problematiko sodobnega razvijanja tehnološke pismenosti kot temeljnega učnega dosežka tehniškega izobraževanja v kontekstu tehnološko podprtega razvijanja veščin 21. stoletja. Današnja tehnologija je postala že tako sofisticirana, da je njena domena artikulacijsko zahtevna, posledično učenje s pomočjo tehnologije pa lahko postane omejeno zgolj na doseganje nižjih taksonomskih stopenj. Monografija bralca seznanja z novejšimi raziskovalnimi spoznanji, ki imajo pomembno aplikativno vrednost za pedagoško delo. V petih poglavjih avtorji prepletajo različna raziskovalna spoznanja z lastnimi empiričnimi in eksperimentalnimi ugotovitvami ter na njihovi osnovi preverjajo smiselnost tarčne uvedbe IKT k pouku za razvijanje veščin 21. stoletja kot so kritično mišljenje, ustvarjalnost, inovativnost, sodelovanje, vodstvene sposobnosti, socialne in etične veščine ter komunikacijske zmožnosti. Raba IKT v izobraževalne namene je prestala zahteven stresni test pouka na daljavo v obdobju pandemije in izsledki raziskav pokažejo na potencial IKT za doseganje ciljev tehnološke pismenosti, hkrati pa nakazujejo na potrebo izostritve didaktike pouka, nadgradnje kompetenc učiteljev kot tudi rabe IKT za kontrolo transakcijske distance za izboljšanje timskega učenja in prenosa znanja potrebnega za učinkovito izobraževanje za trajnostni razvoj
Doug Lemov and The Teach Like a Champion Team, Teaching in the Online Classroom. Surviving and thriving in the new normal, Jossey-Bass: 2020; 192 pp.: ISBN 978- 1119762935
Get PDFThe book Teaching in the Online
Classroom presents stories from
experts and best practices to promote
online learning and provide insights
on how educators can help students
succeed in the virtual classroom. The
author and a group of teacher-leaders
on the Teach Like a Champion team
share their knowledge and experiences.
It is a book about adapting to
the new reality of online teaching and
is aimed at all teachers who want to
transform their skills and their online
classroom. The authors provide
insights into their teaching in a digital
environment – not only through
words but also through recorded
videos that can be found online. The
book’s primary goal is to build a community of dedicated teachers who have the
skills and are committed to creating the best possible lessons in the so-called
new normal
Quality od life of people with Parkinson's disease when participating in table tennis
Get PDFQuality of life is a subjective perception of an individual’s well-being and an individual’s experience of life in a certain life period. Therefore the quality of life is not something constant but it’s changing all the time due to various factors. When we are feeling good we say that our quality of life is good. However, when a disease occurs, for example, we need to adapt our lives to new circumstances. It may happen that we can no longer enjoy the activities that give us joy, we become less independent, we experience difficulties completing everyday activities, we feel lonely and our quality of life deteriorates. People over 45 years of age are more likely to be affected by Parkinson's disease. This is a neurodegenerative disease that attacks nerve cells, especially those responsible for movement. It is a progressive disease that makes a person more and more dependent on the help and support of his or her spouse, family members, friends, and others. The disease impedes individuals in everyday activities. Besides the regular use of prescribed medicine, physical activity also plays an important role in slowing down the progression of the disease and also maintaining movement and cognitive functions. That is why individuals participate in various forms of sports (pilates, yoga, dance, etc.) that are adapted to the capabilities of people with Parkinson's disease. Table tennis is also one of the sports that are suitable for people with Parkinson's disease.
In this master's thesis, we wanted to find out what is the quality of life of people with Parkinson’s disease. We have done this with quantitative research. We were interested in whether there is a statistically significant difference in the quality of life in the experimental group after exercising table tennis for the period of five months, if exercise participants will better assess their quality of life after the five months program of exercising table tennis and whether there are statistically significant differences in the quality of life in the control group after the period of five months. We assessed this with the use of a questionnaire for the quality of life of people with Parkinson’s disease (PDQ-39). Based on this questionnaire we found out that in the experimental group all areas of quality of life have improved and a statistically significant difference has been shown in the arithmetic mean in the area of everyday life activities and emotional well-being. The improvement in the mentioned areas has proven to be statistically significant. While in the control group the quality of life has deteriorated in all areas. A statistically significant difference in the arithmetic mean has shown only in the physical discomfort, therefore the deterioration in the physical discomfort in the control group is statistically significant. The results of our research are in favor of exercising table tennis as a way to improve the quality of life of people with Parkinson’s disease. On the other hand, by not including exercising table tennis the quality of life of people with Parkinson's disease has deteriorated in all areas
Knowledge and misconceptions about the lithosphere and pedosphere among 9th grade primary school students in Slovenia
Get PDFBy interfering with nature, humanity has caused changes in many natural processes. Over time, people began to become aware of these changes and the consequences they bring. Environmental education plays an important role in this, its purpose is to educate people about the importance of sustainable development and prudent handling of natural resources. The effectiveness of environmental education, which also includes environmental chemistry, has not yet been investigated in our country. The purpose of the research was to check how well Slovenian 9th graders know concepts related to the lithosphere and pedosphere. It was also investigated which topics in this field the students have the most problems with misconceptions and in which areas the biggest deficit of knowledge. A quantitative research approach was used in the research, and it was based on a causal non-experimental method of empirical pedagogical research. 503 9th grade elementary school students from 8 different regions were included in the research. For the purposes of the research, the students filled out a questionnaire in written form, which determined the level of individual interest and self-image of the students in the field of knowledge of the lithosphere and pedosphere, and solved a written knowledge test, which determined the level of knowledge about the content of the lithosphere and pedosphere and misconceptions in this field. When analyzing the data, it was found that the students achieved at least 50% of all possible points on the knowledge test, and the average achievement of the students was poor. A normal distribution curve shows that the data is slightly skewed to the right. It was found that the final grade in the 8th grade in the subjects of chemistry, biology and physics has a statistically significant effect on the students' knowledge of the lithosphere and pedosphere. Spearman's coefficient showed a positive correlation, which means that as the grade in these subjects increases, so does the number of points achieved on the knowledge test. Pupils from the posavska region achieved the most points on the knowledge test, who were also found to have the highest level of individual interest in learning these subjects. The lowest scores on the written knowledge test were obtained by students from the primorska region, who also showed a low interest in learning content about the lithosphere and pedosphere. Regarding the level of individual interest, it was also found that this has a statistically significant effect on the number of points achieved on the knowledge test, while the students' self-esteem does not have a statistically significant effect on the number of points achieved. On average, male students scored more points than female students on the written knowledge test, and showed a slightly higher level of individual interest in learning content about the lithosphere and pedosphere. When identifying possible misconceptions of students, it was found that more misconceptions occur in tasks at higher cognitive levels. There were no statistically significant differences between the genders in the number of misconceptions
The role of the monogram in visual communication
Get PDFIn this thesis, I studied the role of monogram in visual communication through different historical periods and I designed my personal monogram.
A large part of the research presents the role of monogram in history, where i described its first appearances on Greek and Roman coins, its role in Christianity and the demonstration of the power of the leading classes. Artists, masons, courtiers, households and merchantss used monograms to mark their property. In particular, the labeling of trade goods led to the development of the first brands as we know them today. Among these are very successful prestigious brands that use a monogram for their logo. I presented a few selected ones in my thesis. In the practical part, based on the previously described design guidelines, I designed my personal monogram, which serves as a logo within the corporate identity
Physical/sport activity of 2nd triad students during distance learning at the time of the SARS-CoV-2 epidemic (COVID-19)
Get PDFExperts have started to notice a global decline of physical activity, which only increased with the emergence of the global SARS-CoV-2 epidemic (COVID-19). The data is concerning, since physical/sport activity is crucial for the harmonious development of human beings. It has a positive impact on health (psychical and physical), as well as on general quality of life (impact on work performance, relaxation, socialisation, development of a positive self-image etc.). In the theoretical part of the master’s thesis, we therefore focused on the importance of physical/sport activity for children and adolescents and stressed out the negative impacts of insufficient physical activity. We also presented guidelines for physical/sport activity during reinforced measures due to SARS-CoV-2. We analysed physical/sport activity during reinforced measures across the world and in Slovenia. We described the recommendations for remote sport lessons and stressed out the state in Slovenia.
The goal of the empirical part of the master’s thesis was to identify the state of physical/sport activity of students in the second triad of during distance learning in times of the virus SARS-CoV-2 (COVID-19) global epidemic. We obtained the data with an online questionnaire. The sample of subjects included 678 male and female students from 30 Slovenian primary schools, who attended the 4th, 5th and 6th grade in the school year 2020/21. The World Health Organization (WHO, 2020b) recommends for children and adolescents, aged 5 to 17 years, at least 60 minutes of intensive physical/sport activity daily. We found that less than half of the questioned (45.4%) met those recommendations. There were statistically significant differences in physical/sport activity between girls and boys, since boys were more often physically active than girls. However, there were no statistically significant differences between the questioned, who visited urban or rural schools. Students were most frequently going for walks, went cycling or were playing at the backyard. They assessed that physical/sport activity was among their three most popular spare time activities during the period of distance learning. It turned out that the majority of the questioned were more motivated for physical/sport activity in times, when they were going to school. Among the reasons, they stated the quality of exercises and content, presence of the teacher or personal contact with him/her and stressed out the importance of peers for work motivation. In addition, only 19.8% of the questioned were very physically active during sport lessons at a distance. The majority of parents (88.4%) encouraged their children for physical/sport activity. As many as 55.8% of students assessed that teachers have sometimes or rarely encouraged physical/sport activity also in other lessons. The conducted research showed that in the Slovenian sample the majority of the questioned have also not met the recommendations of the World Health Organization for physical/sport activity during distance learning
Correlation between interpretive reading and learning motivation in first through fifth grade elementary school students
Get PDFNowadays, reading is a basic communicative tool. Although silent reading is the most common, pupils in primary schools are often asked to read out loud. This way, a teacher can assess pupils’ reading progress. In literature classes, reading aloud is also used by a teacher for introducing a new work of literature to the class. The speech that changes throughout the reading by using different variations in pace, volume, stress, pause, pitch, timbre and register is called interpretive reading. When combined with non-verbal visuals, interpretive reading provides a first-rate and an extremely enjoyable experience for the listeners. The positive feelings, which are aroused in a class during the reading, channel pupils’ attention towards learning activities and motivate them for school work. The aim of this Master’s thesis was to research the connection between the interpretive reading done by a teacher and pupils’ motivation for school work in the first five years of primary school. The theoretical part focuses on the interaction with literature at home and at school. If parents introduce literature to their offspring as something positive and entertaining, children are more likely to show interest in reading later on. This process is continued in primary school, where a teacher proceeds with the development of pupils’ reading motivation, as well as their reading skills. Adults reading to children can decide to read interpretively, which makes their reading vivid and leaves a lasting impression on a listener’s experience. Interpretive reading consists of several stages. Listening to interpretive reading in literature classes is associated with emotions, attention and pupils’ general learning motivation. The empirical part of this thesis presents the qualitative and quantitative research conducted in various primary schools in the Gorenjska region. 50 primary school teachers and their pupils took part in this research. An observation list was created in order to perform the qualitative research, and for a quantitative counterpart a questionnaire and a Likert opinion scale. The results of the quantitative research show that teachers, in their opinion, often read interpretively, but they rarely prepare beforehand for such reading. Most teachers appreciate interpretive reading and see the connection between this kind of reading and pupils' motivation for learning. The qualitative research showed the intertwining of interpretive reading with pupils’ emotions, their attention and their calmness, which are clear signs of learning motivation. The most motivational element of interpretive reading was the volume of reading, whereas non-verbal visuals were not used very often. The results of this thesis can be helpful to primary school teachers, namely in providing different ways of how to use various interpretative elements in their reading to boost their pupils’ learning motivation
Early introduction to other cultures through dance
Get PDFIn this thesis I investigated how well children learn a particular topic by combining areas of activity . The emphasis was on the integration of the company and dance expression throughout the game. Activities that are described in the empirical part of the thesis , are bound to discover other cultures and . another nation through dance . As part of the research , which took place four weeks , I have conducted a variety of activities twelve . For each activity described workflow and given evaluation . I researched primarily how successfully children by bringing areas of the company and dance learn a particular topic . I wanted a child to actively participate in all activities and that would be internally motivated . With multi-domain integration , I tried to reach out to every child finds an area that is close to him . The main conclusion of my research is that the integration of the areas of activity in learning about a specific topic very successful . Children are each activity experienced through their senses over his body and even more comprehensively learn about the Indians
Playing with LEGO blocks in preschool
Get PDFThe thesis Playing with Lego Blocks in Preschool consists of a theoretical and an empirical work. In the theoretical part of the thesis I dealt with the meaning of play, the material of play, the role of educators and the use of LEGO bricks. I introduced the characteristics of play and defined the toys that children use to play in kindergarten. I examined the importance of play in different areas of the kindergarten curriculum and the role of educators and peers in play. I ended the theoretical section with a description of LEGO blocks, why they are important in the preschool years, and briefly described how to construct with them.
The main goals of the empirical work were to find out how playing with LEGO bricks differs in the first and second age groups, what role educators play in playing with LEGO bricks, and in what ways LEGO bricks are still used in kindergartens. I was interested in how playing with LEGOs differs by age group, what role the educator plays and how she motivates the children to play with LEGOs, how she gives the children the building task, and what types of games the educators still use LEGOs for.
Based on the results, I found that there are differences in playing with LEGOs between the 1st and 2nd age groups, that younger children build individually on a one-to-one basis, while older children already participate in smaller groups and build larger units. It has been my experience that the educators do not interfere with the children's play unless there is a conflict or they are asked by the children to join in. The building task is given to the children in an interesting and understandable way so that the child is motivated and more engaged in building with LEGO bricks. The research results show that educators are aware of the versatility of LEGO bricks and therefore use them for other activities from other curriculum areas (e.g., to classify them, learn about feelings, create musical patterns, etc.) and offer them to children not only for playing