Methods and Procedures of Teacher's Work with Pupil with ADHD Syndrom
| Autor: | Radoslović, Julia |
|---|---|
| Přispěvatelé: | Vlah, Nataša |
| Jazyk: | chorvatština |
| Rok vydání: | 2017 |
| Předmět: | |
| Popis: | Prvi cilj istraživanja je utvrditi u kojoj mjeri učiteljica koristi adekvatne i teorijski primjerne didaktičke metode i postupke u radu s djetetom koji ima dijagnosticiran ADHD. Drugi cilj je dobiti uvid u učiteljičinu refleksiju dobivenih podataka o njenom korištenju didaktičkih metoda i postupaka u radu s djetetom koji ima dijagnosticiran ADHD. Sudionica istraživanja bila je jedna učiteljice Osnovne škole u Rijeci. U istraživanju su se koristila dva mjerna instrumenata. Prvi je Obrazac protokola sudioničkog praćenja izrađen za potrebe ovog istraživanja, a drugi je Upitnik za refleksiju učiteljice. Prema osnovnim rezultatima dobivenim istraživanjem učiteljica u većini situacija poštuje metodičke prilagodbe koje su navedene prema teorijskim spoznajama u obrascu za opažanje. Kao zaključak se navodi važnost poznavanja adekvatnih didaktičkih metoda i prilagodbi u radu učitelja s učenikom koji ima dijagnosticiran ADHD. Učiteljeve kompetencije za rad s djetetom s ADHD-om rezultiraju uspješnim odgojno-obrazovnim uspjehom. The first aim of this research is to determine whether the teacher applies adequate and theoretically appropriate didactical methods when working with a child who has been diagnosed with ADHD. The second aim is to get the insight into the teacher’s reflexion about obtained data on her usage of theoretically appropriate didactical methods when working with a child who has been diagnosed with ADHD. The research was conducted on a sample of one teacher from primary school in Rijeka. Two measuring instruments were used in this research. The first one is Participatory monitoring protocol, which was created for the purposes of this research, and the second is Questionnaire used for teacher’s reflexions. According to the results obtained in this research, the teacher in most cases uses methodical adjustments stated in the monitoring protocol, which had been created according to theoretical cognitions. The conclusion indicates the importance of recognizing appropriate didactical methods and teachers’ adjustment when working with an ADHD student. Teachers’ competences in working with an ADHD student result in more successful educational outcome. |
| Databáze: | OpenAIRE |
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