Primjena psihodramskih tehnika u procesu inkluzivnog školovanja učenika s motoričkim teškoćama

master's thesis

• Title (english): Application of psychodrama techniques in inclusion of students with motoric disabilities
• Author: Suzana Huber
• Mentor: Damir Miholić (mentor)
• Committee member: Damir Miholić (predsjednik povjerenstva)
• Committee member: Renata Martinec (član povjerenstva)
• Committee member: Natalija Lisak (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2016-09-15, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Uključivanje djece s motoričkim teškoćama u sustav redovnog osnovno školskog obrazovanja, osnova je inkluzivnog koncepta. Zadatak je škole, pri provedbi obrazovne inkluzije, uvažiti i prihvatiti različitosti među djecom i mladima kao poticaj u procesu učenja i poučavanja, a ne prepreke. Nažalost, učenici s motoričkim teškoćama često se zbog stereotipa i predrasuda drugih učenika, prema osobama s invaliditetom, ne uklapaju najbolje u razredno okuženje. U ovome radu cilj je bio ispitati stupanj prihvaćenosti djece s motoričkim teškoćama unutar njihovih redovnih razreda, i to pomoć sociometrije, provedene unutar četiri razreda. Riječ je o četvrtome, petom, šestom i sedmom razredu osnovne škole u Zagrebu. Također, drugi je cilj bio ispitati učinkovitost primjene psihodramskih radionica, u istim razredima, kroz pet navrata, u svrhu pozitivnog pomaka inicijalnih sociometrijskih rezultata. Uz inicijalnu i finalnu procjenu, osim sociometrije, korištene su još i Jonesove adaptacijska skala dramskog sudjelovanja, anketni upitnik te intervju s učiteljima i razrednicima onih razreda gdje su radionice proveden.

Abstract (english)

The inclusion of children with motor difficulties in the regular primary school education system is the basis of the concept of inclusive education. When implementing inclusive education, the task of a school is to acknowledge and accept the differences between the children or youth, not as obstacles, but rather as an incentive for the process of learning and teaching. Unfortunately, due to stereotypes and prejudices of other students against disabled people, students with motor difficulties often do not fit very well into the classroom environment. The aim of this dissertation is to examine the level of acceptance of children with motor difficulties into their regular classrooms by applying sociometry in four classrooms respectively. The classrooms in question are 4th,5 th ,6th and 7th grade in primary school in Zagreb. Furthermore, another aim is to examine the efficiency of psychodrama workshops, implemented in the above-mentioned classes on five occasions, for the purpose of positive displacement of initial sociometric results. Apart from sociometry, Jones’s adaption of scale of dramatic involvement, questionnaires and interviews with teachers and class teachers of the classes in which the workshops were implemented were used along with the initial and final assessment.

• Keywords: inkluzija; motoričke teškoće; sociometrija; psihodrama
• Keywords (english): inclusion; motor difficulties; sociometry; psychodrama
• Language: croatian
• URN:NBN: urn:nbn:hr:158:461131
• Study programme: Title: Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Repository: Faculty of Education and Rehabilitation Sciences
• Created on: 2016-12-02 16:45:40