Asistenti u nastavi: Kontekst pružanja usluge

master's thesis

• Title (english): Teaching assistants: the context of providing the service
• Author: Nikolina Božiček
• Mentor: Kristina Urbanc (mentor)
• Committee member: Kristina Urbanc (predsjednik povjerenstva)
• Committee member: Zdravka Leutar (član povjerenstva)
• Committee member: Marina Milić Babić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Law; (Theory and Methods of Social Work); Zagreb
• Defense date and country: 2019-06-17, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Social Activities; Theory of Social Work

Abstract

Usluga asistencije u nastavi javlja se kao dio inkluzivnog obrazovanja djece s teškoćama u razvoju u sklopu socijalnog modela. Dosadašnja istraživanja provedena na ovom području su malobrojna, zbog čega je cilj ovog istraživanja dobiti uvid u kontekst pružanja usluge asistencije u nastavi iz perspektive neposredno i posredno uključenih u uslugu. Provedeno je kvalitativno istraživanje o ulogama asistenata u nastavi i poteškoćama koje se uočavaju prilikom pružanja usluge. Istraživanje je provedeno metodom polustrukturiranog intervjua. Ispitivane su tri perspektive – perspektiva asistenata u nastavi, roditelja djece s teškoćama u razvoju koja koriste uslugu asistencije u nastavi te predstavnika udruga koje se bave tom uslugom. Istraživanje je pokazalo kako postoji nesrazmjer u definiranju uloga asistenata u nastavi, a najviše se ističu uloge asistenata u podršci socijalizaciji i socijalnom uključivanju djeteta, podršci za vrijeme jela, podršci tijekom obavljanja higijene te u obavljanju školskih aktivnosti i zadataka. Uočene poteškoće su širokog spektra, a odnose se najčešće na poteškoće vezane uz suradnju s učiteljem/roditeljem, edukaciju asistenata u nastavi, strukturu usluge asistencije u nastavi i sustav podrške za asistente u nastavi, kao i za roditelje djece s teškoćom u razvoju.

Abstract (english)

The teaching assistance service appears as part of the inclusive education of children with disabilities within the social model. There is a small number of current research carried out in this area, which is why the aim of this research is to gain insight into the context of providing teaching assistance services from a perspective directly and indirectly involved in the service. Qualitative research has been carried out on the role of teaching assistants and the difficulties encountered in the provision of services. The research was conducted by a semi-structured interview method. Three perspectives - perspectives of teaching assistants, parents of children with developmental difficulties using the teaching assistance service and representatives of associations involved in this service were examined. The research has shown that there is a disparity in defining the role of teaching assistants, and the emphasis is on the role of assistants in supporting socialization and social inclusion of children, meal support, hygiene support, and in carrying out school activities and tasks. The difficulties encountered are of a broad spectrum, and are mainly related to the difficulties associated with co-operation with teacher / parent, education of teaching assistants, the structure of the teaching assistance service and the support system for teaching assistants as well as the parents of children with developmental difficulties.

• Keywords: asistenti u nastavi; inkluzija; djeca s teškoćama u razvoju.
• Keywords (english): teaching assistants; inclusion; children with disabilities.
• Language: croatian
• URN:NBN: urn:nbn:hr:199:620364
• Study programme: Title: Social Work; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra socijalnog rada (magistar/magistra socijalnog rada)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Closed access
• Created on: 2019-09-11 12:22:46