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master's thesis
Socioemocionalne teškoće djece s posebnim potrebama u redovnom razrednom okruženju
Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2015. urn:nbn:hr:141:916757
Bagarić, Iva
Josip Juraj Strossmayer University of Osijek
Faculty of Education

Institutional repository: FOOZOS Repository

Cite this document

Bagarić, I. (2015). Socioemocionalne teškoće djece s posebnim potrebama u redovnom razrednom okruženju (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:916757

Bagarić, Iva. "Socioemocionalne teškoće djece s posebnim potrebama u redovnom razrednom okruženju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2015. https://urn.nsk.hr/urn:nbn:hr:141:916757

Bagarić, Iva. "Socioemocionalne teškoće djece s posebnim potrebama u redovnom razrednom okruženju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2015. https://urn.nsk.hr/urn:nbn:hr:141:916757

Bagarić, I. (2015). 'Socioemocionalne teškoće djece s posebnim potrebama u redovnom razrednom okruženju', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, accessed 28 July 2024, https://urn.nsk.hr/urn:nbn:hr:141:916757

Bagarić I. Socioemocionalne teškoće djece s posebnim potrebama u redovnom razrednom okruženju [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education; 2015 [cited 2024 July 28] Available at: https://urn.nsk.hr/urn:nbn:hr:141:916757

I. Bagarić, "Socioemocionalne teškoće djece s posebnim potrebama u redovnom razrednom okruženju", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Osijek, 2015. Available at: https://urn.nsk.hr/urn:nbn:hr:141:916757

Metadata
TitleSocioemocionalne teškoće djece s posebnim potrebama u redovnom razrednom okruženju
Title (english)Socio - emotional problems of SEN pupils in mainstream clacssroom
AuthorIva Bagarić
MentorIvana Sekol (mentor)
Committee memberBranko Bognar (predsjednik povjerenstva)
Committee memberVjekoslav Galzina (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Education
Osijek
Defense date and country2015-10-15, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Specific Pedagogy
Abstract
Cilj ovog diplomskog rada bio je istražiti znanja i mišljenja učitelja o radu sa socioemocionalnim teškoćama djece s posebnim potrebama u redovnom razrednom okruženju. Uzorak ovog istraživanja bio je prigodan i formiran od učiteljica iz ukupno četiri škole u Brodsko-posavskoj županiji. Ukupan uzorak sastojao se je od 24 učiteljice čije su godine radnog staža varirale od 2 do 32 godine. Za potrebe ovog rada odabrana je kvalitativna metodologija, odnosno metoda fokusnih skupina. Podaci su prikupljeni u četiri fokusne skupine, a ciklički kodirani prema Utemeljenoj teoriji. Rezultati su pokazali da su se razvile tri međusobno povezane teme koje objašnjavaju znanja i stavove učiteljica: 1) razumijevanje problematike, 2) uzroci socioemocionalnih problema kod djece s posebnim potrebama te 3) uloga učitelja u radu s djecom s posebnim potrebama i njihov pristup socioemocionalim poteškoćama takve djece. Zaključeno je da su učiteljice pokazale neka osnovna znanja o posebnim potrebama, no kada se govorilo o socioemocionalnim problemima takve djece, učiteljice su teško razlikovale socijalne teškoće od emocionalnih. No isto tako, učiteljice su ozbiljno shvatile svoju ulogu u radu s djecom s posebnim potrebama, te i one same pokazale želju za većom stručnom pomoći što će učiniti lakšim unaprjeđenje njihovog stručnog rada.
Abstract (english)
This research examines teacher’s knowledge and attitudes towards teaching methods of social and emotional difficulties of children with disabilities. Research sample was formed by teachers from 4 schools in Brodsko-posavska County. Total sample consists of 24 teachers whose length of service varies from 2 up to 32 years. Qualitative methodology and focus groups method was used for the means of the research. The results were evaluated through four focus groups, while the data were analyzed with cyclical coding based on Grounded Theory. The results have shown that three interrelated themes explained teacher’s attitudes and knowledge: 1) comprehension of general issues, 2) the main cause of social and emotional difficulties of children with disabilities and 3) teacher’s role in actions with children with disabilities and their access to social and emotional problems of such children. It was concluded that teachers acknowledged special needs, but hardly had they differentiated social than emotional problems of such children. Yet teachers took their role in working with children with social and emotional difficulties very seriously, and had shown eagerness for professional help which will advance their work.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:141:916757
Study programmeTitle: Integrated undergraduate and graduate university Class Teacher Studies
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2020-02-14 15:58:52