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Tematska številka: Integracija otrok s posebnimi potrebami

prejšnja številka 9

Socialna pedagogika 1997/4

Vol. 1

Kazalo/Contents

Thematic issue: Integration of children with special needs

: naslednja številka

     
Osnovna šola pri Mladinskem domu Jarše: med integracijo in diferenciacijo Sanja Brezničar Primary school at Youth Home Jarše: Between1997/4 integration and diferentiation
Socialni pedagog v osnovni šoli Tanja Grünfeld Social pedagogue in primary school
Zasnova dela socialnega pedagoga za uspešnejo integracijo otrok z motnjami vedenja in osebnosti v redno osnovno šolo Mateja Horvat The concept of social pedagogue's work leading towards a more successful integration of children with behavioural and personality disorders into the mainstream primary school
Socialni pedagog v osnovni šoli - sodelovanje med šolo in družino Veronika Koselj Social pedagogue in primary school - cooperation between school and family
Zakaj naj se socialna pedagogika ukvarja tudi z učiteljskim delom Marija Lesjak Why should social pedagogy deal with the teacher’s work too
Socialni pedagog na osnovni šoli s prilagojenim programom - nesmisel, korist ali nujnost? Darka Rozman Social pedagogue in a special school - nonsense, benefit or necessity?
Socialni pedagog in socialna integracija otrok s posebnimi potrebami v osnovno šolo Vinko Skalar Social pedagogue and social integration of children with special needs into the mainstream primary school
Socialni pedagog med svetovalnimi delavci v osnovni šoli Nada Šmit Social pedagogue among other school counselling workers
Procesi identifikacije v družini Marija Verbič Processes of identification in families
 

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 5-12.

nazaj h kazalu

Osnovna šola pri Mladinskem domu Jarše: med integracijo in diferenciacijo Primary school at Youth Home Jarše: Between integration and diferentiation
Sanja Brezničar, dipl. psih., Mladinski dom Jarše, Jarška 44, 1000 Ljubljana.
Povzetek
 
Za določen del osnovnošolskih otrok, ki imajo vedenjske težave predvsem v šoli in v zvezi s šolo in ki jih odklanjajo prav vsi podsistemi osnovnošolskega socialnega sistema, je ustrezno, da se šolajo drugje. Pri Mladinskem domu Jarše v Ljubljani deluje osnovna šola, ki je v primerjavi z običajnimi osnovnimi šolami majhen socialni sistem. Obsega le štiri oddelke: po en oddelek petega, šestega, sedmega in osmega razreda, v vsakem oddelku pa je osem učencev. Pouk sledi rednim učnim načrtom, prilagojene pa so oblike dela. Učenci, ki so na podlagi dogovora med matično osnovno šolo, starši in nami prešolani, imajo veliko več možnosti, da bodo uspešno zaključili osnovnošolsko obveznost in se vključili v programe poklicnega usposabljanja kot na matičnih osnovnih šolah. Poleg potrebnih temeljnih znanj pridobijo tudi nekaj samozaupanja in občutek lastne vrednosti. Za uspešno šolanje pri nas je v prvi vrsti pomembna vzgojna moč staršev. Kolikor pa starši nimajo več vzgojne moči, se skupaj s Centri za socialno delo odločamo za namestitve v osnovnošolske vzgojne zavode.
 
Ključne besede: vedenjske motnje, stigma, socialni sistem, integracija, osnovna šola.
Abstract
 
A certain part of the school population, which exhibits behavioural problems mainly in school and in connection with school, is turned down by virtally all subsystems of the primary school social setting, which leaves schooling elsewhere the only suitable answer for them. In the Youth Home Jarše, Ljubljana, there is a primary school, which, in comparison with the mainstream primary school, represents a system on its own. It encompasses four units only: these are classes five, six, seven and eight, with eight pupils each. While lessons follow the regular curriculum plans, there is an adapted work programme. Pupils come as a result of a common decision reached by the regular primary school, parents and professionals. Here they have far greater opportunites than they would have at a mainstream school to finish successfully their compulsory education and enroll in some kind of vocational training. Next to the necessary basic knowledge pupils here also acquire a certain degree of self-confidence and a feeling of one's own worth. For the schooling in our institution to be successful, we need the assistance of the parents. In as far as they do not have any influence on their children, we decide for a placement at a institutional setting with an integrated primary school.
 
Key words: conduct disorders, stigma, social system, integration, primarty school.

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 13-21.

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Socialni pedagog v osnovni šoli Social pedagogue in primary school
Tanja Grünfeld, prof. razr. pouka, Osnovna šola Toneta Čufarja, Čufarjeva 11, 1000 Ljubljana.
Povzetek
 
S prispevkom poskušam opozoriti na nekatere težave, s katerimi se srečuje socialni pedagog pri svojem delu v šolski praksi. Socialni pedagog je v osnovni šoli nov profil strokovnega delavca, ki naj bi dopolnjeval delo dosedanje svetovalne službe. Z novimi metodami in načini dela naj bi prispeval k boljši integraciji posameznikov v razrede in svetoval učitelju pri vzpostavljanju kvalitetnejših odnosov v razredu.
 
Ključne besede: socialni pedagog, osnovna šola, preventivno delo, skupinsko delo, šolsko svetovalno delo.
Abstract
 
The article brings to our attention the difficulties the social pedagogue encounters in his work in school. The social pedagogue is a new profile of a professional working in primary school which is expected to complement the work of the present counseling service. By applying new methods and new approaches to work he can contribute to better integration of individuals into the class and advise teachers on how to establish better relationships in the classroom.
 
Key words: social pedagogue, primary school, preventive work, group work, school counseling work.

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 23-32.

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Zasnova dela socialnega pedagoga za uspešnejo integracijo otrok z motnjami vedenja in osebnosti v redno osnovno šolo The concept of social pedagogue's work leading towards a more successful integration of children with behavioural and personality disorders into the mainstream primary school
Mateja Horvat, prof. razr. pouka, Pedagoška fakulteta v Mariboru, Koršičeva 16, 2000 Maribor.
Povzetek
 
Prispevek poskuša opredeliti nekatere najpogostejše ovire, ki onemogočajo uspešno integracijo otrok z motnjami vedenja in osebnosti v redno osnovno šolo. Pri tem izhajamo iz pogojev, ki jih imajo učitelji na voljo pri delu z integriranimi otroci, temeljimo na stališčih ravnateljev, učiteljev, staršev in otrok redne osnovne šole do integracije otrok s posebnimi potrebami ter pričakovanjih staršev teh otrok. Upoštevamo značilnosti otrok z motnjami vedenja in osebnosti, zavedamo pa se subjektivnosti pri presojanju otrokovih dejanj.
Oviram, ki onemogočajo uspešno integracijo se lahko izognemo le tako, da nanje računamo in se nanje tudi dobro pripravimo. Omenjeno pogojuje potrebo po premišljeni organiziranosti dela socialnega pedagoga ter vseh drugih, ki bodo delali z motenimi otroki. Poudarjamo nujnost teamskega dela, interdisciplinarnega pristopa, individualizirano obravnavo vsakega otroka ter usmerjenost k uresničevanju razvojno kompenzacijskih, integrativnih in preventivnih nalog. Prav tako poudarjamo potrebo po premišljenem načrtovanju integracije, njenem doslednem izvajanju integracije v praksi in natančni evalvaciji rezultatov.
 
Ključne besede: individualizirana obravnava, integracija, interdisciplinarni pristop, motnje vedenja in osebnosti, socialni pedagog, stališča do integracije, teamsko delo.
Abstract
 
The article tries to define some of the most frequent obstacles which render a successful integration of children with behavioural and personality disorders into the mainstream primary school impossible. We derive from the possibilities available to teachers for work with integrated children, we draw on the attitudes of the headmasters, teachers, parents and children of the mainstream primary school towards the integration of children with special needs and on the expectations of the parents of such children. We take into account the characteristics of children with behavioural and personality disorders, but are at the same time aware of the subjectivity in the evaluation of child's actions. The obstacles on the way to successful integration can be overcome by being acknowledged and by preparing for them efficiently. This requires well-planned organization of the social pedagogue's work and the work of all those working with children with special needs. To this end it is necessary to apply teamwork, interdisciplinary approach, individualized treatment of children and all the necessary developmentally compensational, integrative and preventive measures. We would also like to emphasize the need for well-planned integration, its consistent application in practice and exact evaluation of its results.
 
Key words: individualized treatment, integration, interdisciplinary approach, behavioural and personality disorders, social pedagogue, attitudes toward integration, team work.

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 33-40.

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Socialni pedagog v osnovni šoli - sodelovanje med šolo in družino Social pedagogue in primary school - cooperation between school and family
Veronika Koselj, prof. razr. pouka, Osnovna šola Frana Albrehta, Tunjice 22, 1240 Kamnik.
Povzetek
 
Družina in šola odločilno oblikujeta mladega človeka, zato je pomembno njuno medsebojno razmerje. Ob tem se je dobro vprašati, kako starši doživljajo šolo in kaj od nje pričakujejo, pa tudi, kako učitelji doživljajo starše in svojo vlogo v odnosu z njimi. Prispevek želi izpostaviti potrebnost prizadevanja socialnega pedagoga, da bi učiteljem pomagal k boljšemu razumevanju družine kot socialne strukture ter njihovemu usposabljanju za boljše in učinkovitejše sodelovanje s starši. Primera takšnega sodelovanja sta šola za starše, ki skuša pomagati k izboljšanju odnosov v družini ter kakovosti vzgojnih prizadevanj staršev, in skupina staršev za samopomoč, ki staršem nudi oporo pri vzgoji in izobraževanju otrok.
 
Ključne besede: šola, učitelji, družina, starši, sodelovanje.
 
Abstract
 
Family and school play a decisive role in the formation of a young person, which makes their mutual relationship extremely important. Thus, on the one hand, parents should be asked how they experience school and what their expectations are, while on the other hand teachers should be asked how they experience parents and their role in the relationship with them. The article emphasizes the importance of the social pedagogue and his role in helping teachers gain a better understanding of the family as a social structure. It also points to the need for the training of social pedagogues to cooperate with parents better and more effectively. Two examples of such co-operation are the School for Parents, which tries to improve the relations within the family and the rearing methods used by the parents, and the Parental Group for Self-Help, which offers parents assistance in the raising and education of their children.
 
Key words: school, teachers, family, parents, co-operation.

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 41-46.

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Zakaj naj se socialna pedagogika ukvarja tudi z učiteljskim delom Why should social pedagogy deal with the teacher’s work too
Marija Lesjak, prof. razr. pouka, Osnovna šola Ledina, Komenskega 19, 1000 Ljubljana.
Povzetek
 
Članek obravnava učiteljev položaj v družbi. Avtorica skuša prevideti, kakšen vpliv bo imelo vključevanje otrok s posebnimi potrebami na kakovost učiteljevega dela in njegov položaj. Poskuša pa tudi pokazati, da bi dejavniki, ki bistveno zamejijo položaj učitelja v družbi, lahko bili zanimivi tudi za socialno pedagogiko in njene študije.
 
Ključne besede: družbeni položaj učitelja, vključevanje, integracija, socialna pedagogika.
Abstract
 
The article deals with the teacher’s status in the society. It also tries to anticipate the impact of the integration of special needs children on the quality of the teacher’s work and status. We would like to show that the problems emerging from these changes could be interesting for the social pedagogical work.
 
Key words: the teacher’s social status, integration, social pedagogy.

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 47-55.

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Socialni pedagog na osnovni šoli s prilagojenim programom - nesmisel, korist ali nujnost? Social pedagogue in a special school - nonsense, benefit or necessity?
Darka Rozman, dipl. soc. ped., Osnovna šola Helena Puhar Kranj, Kidričeva 51, 4000 Kranj.
Povzetek
 
Na osnovno šolo s prilagojenim programom prihajajo otroci, ki zaradi motenj v razvoju ne morejo slediti programu redne osnovne šole. Običajno imajo več motenj hkrati. Poleg učnih težav imajo še razne fiziološke posebnosti in bolezni, pa senzorične in govorne motnje ter motnje v vedenju in čustvovanju. Veliko učencev prihaja iz družin, ki imajo nizek socialni in ekonomski status, izobrazba staršev pa je precej nižja od povprečja. Na to se vežeta tudi brezposelnost in nižji življenjski standard. Večina otrok se vključuje na OŠ s PP po nekaj letih manj uspešnega dela na redni OŠ. Taki otroci imajo neustrezno samopodobo, slabo so opremljeni s socialnimi veščinami. V tej skupini otrok zasledimo tudi posebnosti v vedenju, ki so se sekundarno razvile ob prvotni motnji. Tako težave pri učenju niso več glavni problem pri delu v razredu, ampak je moteča spremljajoča vedenjska simptomatika. Otroci iz OŠ s PP potrebujejo, glede na naštete značilnosti, sistematično učenje vedenja za uspešnejše socialne interakcije. Treningi socialnih veščin so zanje pomembni prav tako kot branje in računanje, če ne še bolj. Prispevek opisuje nekatere značilnosti populacije teh otrok ter predstavlja vlogo socialnega pedagoga na OŠ s PP.
 
Ključne besede: socialna pedagogika, otroci s posebnimi potrebami, socialno učenje, treningi socialnih veščin.
Abstract
 
A special school is intended for those children, who, due to their developmental disorders, cannot keep up with the programme of mainstream primary schools. Usually these children exhibit more than one disorder. Next to learning difficulties they show various physiological peculiarities or illnesses, sensory and speech impairments as well as behavioural and emotional disorders. Many pupils come from families with a low social and economic status, whose parents' education is far below the average. Frequently this is further accompanied by unemployment and a low standard of living. Following some years of unsuccessful work at a mainstream primary school, these children start attending a special school. They all have a low and unsuitable self-image, and are poorly equipped with social skills. This group of children also exhibits peculiarities in behaviour which developed as a result of the primary disorder. Thus learning difficulties are not the primary cause of concern in class work but rather the more disturbing accompanying behavioural symptom. For a more successful social interaction these children need systematic lessons in behaviour. Social skills training is for them of equal if not greater importance than learning to read and do arithmetic. The article deals with some of the characteristics of this population of children and presents the role of the social pedagogue in a special school.
 
Key words: social pedagogy, special school, social learning, social skills training.

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 57-62.

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Socialni pedagog in socialna integracija otrok s posebnimi potrebami v osnovno šolo Social pedagogue and social integration of children with special needs into the mainstream primary school
Vinko Skalar, dr. psih., Pedagoška fakulteta v Ljubljani, Kardeljeva pl. 16, 1000 Ljubljana.
Povzetek
 
Članek obravnava probleme otrok z učnimi težavami, ki jih zakon o osnovni šoli (iz svežnja nove šolske zakonodaje) uvršča med otroke s posebnimi potrebami. V zvezi s to kategorijo otrok, ki so bili že doslej strukturni del osnovnošolske populacije, se odpira šolskim svetovalnim delavcem, in posebej socialnim pedagogom, obsežno področje strokovnega delovanja.
 
Ključne besede: otroci z učnimi težavami, otroci s posebnimi potrebami, osnovna šola, integracija, socialni pedagog .
Abstract
 
The article discusses problems of children with learning disabilities who are classified into the category of children with special educational needs, by the elementary school legislation. This category of children has always been an integral part of primary school population. Present trends open up an extensive field of professional activities for school counsellors, especially social pedagogues.
 
 
Key words: children with learning disabilities, children with special needs, primary school, mainstreaming, social pedagogue.

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 63-74.

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Socialni pedagog med svetovalnimi delavci v osnovni šoli Social pedagogue among other school counselling workers
Nada Šmit, dipl. defektologinja, Osnovna šola A. T. Linharta, Kranjska c. 27, 4240 Radovljica.
Povzetek
 
Prispevek obravnava področje delovanja socialnega pedagoga med šolskimi svetovalnimi delavci, njegove funkcije in strateško metodične delovne usmeritve. Socialni pedagog pokriva v šolskem prostoru tista področja, kjer se, zaradi pretežno storilnostno naravnanega pedagoškega dela, težave pri učencih kažejo kot primanjkljaji na vzgojnem in socializacijskem področju. Socialni pedagog dela s skupino, z učenci, s starši, z učitelji in ne za njih. Njegova vloga je namenjena usposabljanju za samopomoč, spodbujanju samoaktivnosti, iniciativnosti, prevzemanju lastne vloge in odgovornosti pri reševanju lastnih problemov. Glede na to, da je socialni pedagog nov profil šolskega svetovalnega delavca, ki šele vstopa v šolski prostor, je še povsem nejasno, kako bo sprejeta njegova vloga in kje si bo izboril mesto strokovnega delovanja. Kritičen pogled v naše šole že kaže razkorak med teorijo in prakso.
 
Ključne besede: svetovalno delo, socialna pedagogika, funkcije in naloge socialnega pedagoga.
Abstract
 
The following article discusses the place of a social pedagogue among the school counselling workers, his/her field of work, functions, strategical and methodical directions of his/her work in school. In school, the social pedagogue covers those fields of work where pupils' problems are exposed as being deficient in the academic and social respect, due to the prevailing achievement oriented nature of educational work. She/he works with groups, with pupils, their parents and teachers, and not just for them. His/her main intentions are training pupils for self-help, stimulating self-activity and initiatives, assisting pupils to assume their own role and responsibility for solving their own problems. Due to the fact that this is a new profile of a school counselling worker, the roles and the fields of social pedagogue's professional work are still not clear. A critical insight into our schools reveals differences between theory and practice in this regard.
 
Key words: school counselling work, social pedagogy, social pedagogue's functions and tasks.

 

Socialna pedagogika, 1997 vol. 1, št. 4, str. 85-103.

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Procesi identifikacije v družini Processes of identification in families
Marija Verbič, dipl. soc. ped., Strmi pot 4, 1000 Ljubljana.
Povzetek

Pispevek je povzetek diplomske naloge z naslovom Otrok na odru družinske drame (Verbič, 1997), ki prikazuje pogled na družino z vidika otroka in njegovega položaja v njej. Otrok praviloma preživi svoje otroštvo in mladost v družini. To je čas, ki je najpomembnejši za razvoj njegove osebnosti. Družina je z vsemi svojimi elementi njegov prvi in hkrati nenadomestljiv socialni prostor. Starša sta otroku najpomembnejši vzor oziroma model identifikacije, preko katere razvije vrsto socialnih sposobnosti in temelje svoje osebnosti. Družina se srečuje z različnimi konfliktnimi situacijami in problemi. Za ohranitev oziroma za vzpostavitev ravnotežja odgovarjata na probleme z obrambnimi mehanizmi. Med temi je tudi projektivna identifikacija, ki ima poleg obrambne tudi pomembno razvojno funkcijo. Projektivna identifikacija je eden izmed mehanizmov, ki nam omogoča razlago razvoja vloge “grešnega kozla” ali “identificiranega pacienta”. Ta vloga se v družini izraža v različnih bolj ali manj izrazitih oblikah, tudi v obliki motenj vedenja in osebnosti. Odkrivanju motenj v družini in vzrokov zanje mora nujno slediti pomoč. Ne zadošča le pomoč posamezniku - “identificiranemu pacientu”, ampak je pomoči potrebna cela družina. Ena izmed oblik pomoči družini je družinska terapija. Mehanizma projektivne identifikacije se natančneje loteva psihoanalitična družinska terapija.

Ključne besede: družina, identifikacija, projektivna identifikacija, identificirani pacient, družinska terapija.

Abstract

The article is a summary of a graduate thesis entitled "The Child on the Stage of a Family Drama" (Verbič, 1997), which presents the family from the child's perspective and from his/her place in it. As a rule the child spends his/her childhood and youth in the family. This is the time that marks the development of his/her personality most. The family with all its elements represents his/her first and irreplaceable social setting. Parents are his/her most important examples or identification models with the help of which he/she develops numerous social skills and builds the foundation of his/her personality. The family, however, faces various conflict situations and problems. To keep and to establish balance, defensive mechanisms have to be applied. Among these is projective identification, which has also an important developmental function besides being an excellent defensive mechanism. Projective identification is one of the mechanisms which gives us the explanation of the development of the "scapegoat" or "identified patient" role. In the family this role is manifested in more or less overt forms, among them also in the form of behavioural and personality disorders. Detecting disorders and their causes in a family must necessarily be followed by some kind of assistance. Assisting the individual, i.e. the "identified patient", is not enough. Help is needed by the whole family. One of the forms of family assistance is family therapy. It is the psychoanalytic family therapy which deals in detail with the projective identification mechanisms.

Key words: family, identification, projective identification, identified patient, family therapy.