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master's thesis
Mišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD)
2016. urn:nbn:hr:189:387925
Kehonjić, Selma
University of Rijeka
Faculty of Teacher Education
Section for Interdisciplinary and Natural Sciences

Cite this document

Kehonjić, S. (2016). Mišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD) (Master's thesis). Rijeka: University of Rijeka, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:189:387925

Kehonjić, Selma. "Mišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD)." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2016. https://urn.nsk.hr/urn:nbn:hr:189:387925

Kehonjić, Selma. "Mišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD)." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2016. https://urn.nsk.hr/urn:nbn:hr:189:387925

Kehonjić, S. (2016). 'Mišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD)', Master's thesis, University of Rijeka, Faculty of Teacher Education, accessed 27 April 2024, https://urn.nsk.hr/urn:nbn:hr:189:387925

Kehonjić S. Mišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD) [Master's thesis]. Rijeka: University of Rijeka, Faculty of Teacher Education; 2016 [cited 2024 April 27] Available at: https://urn.nsk.hr/urn:nbn:hr:189:387925

S. Kehonjić, "Mišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD)", Master's thesis, University of Rijeka, Faculty of Teacher Education, Rijeka, 2016. Available at: https://urn.nsk.hr/urn:nbn:hr:189:387925

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Metadata
TitleMišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD)
Title (english)Teachers' Opinions on Attention Deficit and Hyperactivity Disorder (ADHD)
AuthorSelma Kehonjić
MentorSanja Skočić Mihić (mentor)
Committee memberNataša Vlah (predsjednik povjerenstva)
Committee memberSanja Skočić Mihić (član povjerenstva)
Committee memberDarko Lončarić (član povjerenstva)
GranterUniversity of Rijeka
Faculty of Teacher Education
(Section for Interdisciplinary and Natural Sciences)
Rijeka
Defense date and country2016-07-15, Croatia
Scientific / art field,
discipline and subdiscipline		INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract
Deficit pažnje/hiperaktivni poremećaj (ADHD), najčešći je poremećaj u djetinjstvu, karakteriziran pomanjkanjem pažnje, prevelikom impulzivnosti i hiperaktivnosti. Procjenjuje se da se danas u svakom razredu nalazi barem jedan učenik s ADHD-om, stoga učitelj treba poznavati značajke ponašanja ovih učenika i načine poučavanja kako bi mogao uspješno poučavati u inkluzivnim razredima. U istraživanju je sudjelovalo 233 učitelja i učiteljica razredne i predmetne nastave iz Istarske, Primorsko-goranske i Karlovačke županije. U svrhu ispitivanja učiteljskih znanja o učenicima s ADHD-om korištena je Skala Učiteljskog poznavanja ADHD-a (Soroa i sur., 2014). Tek manji broj ima izrađen IOOP za učenike s ADHD-om. Učitelji pokazuju osrednju razinu znanja o ADHD-u i osrednju kompetentnost za poučavanje ovih učenika koju su stekli većinom samostalnim, neformalnim obrazovanjem. Jedna trećina učitelja ima podršku psihologa i pedagoga, a daleko ispod očekivanja, tek jedna desetina, edukacijskog rehabilitatora. Također, razinu podrške stručnih suranika procijenjuju osrednjom. Višu razinu znanja o učenicima s ADHD-om imaju učitelji razredne nastave s područja Primorsko-goranske županije te oni koji su tijekom studija slušali kolegij o poučavanju učenika s teškoćama i koji trenutno poučavaju učenike s ADHD-om. S obzirom da u Republici Hrvatskoj nisu provedena istraživanja na ovu temu, cilj rada bio je utvrditi razinu učiteljskog poznvaanja ADHD-a. Kao i u drugim sličnim istraživanjima, rezultati ukazuju na osrednje poznavanje značajki ovih učenika i nedovoljnu procjenu osobnih kompetencija učitelja za njihovo poučavanje. Potrebno je uvesti sadržaje o poučavanju učenika s teškoćama, konkretno s ADHD- om, tijekom formalnog obrazovanja i stručnog usavršavanja kako učiteljima ne bi najveći izvor informacija bio u neformalnim oblicima obrazovanja. Uspješnost poučavanja učenika s ADHD-om ovisi i o podršci stručnih suradnika i lokalne zajednice.
Abstract (english)
Attention Deficit Hyperactivity Disorder (ADHD), one of the most common psychiatric disorder in childhood, is characterized by a lack of attention, excessive impulsiveness and hyperactivity. It is estimated that nowadays there is at least one student with ADHD in every classroom, therefore the teacher needs to know the characteristics of these students and teaching methods. The study included 233 male and female teachers who work in primary and elementary schools in Istra, Primorje-Gorski Kotar and the area of the city of Karlovac. The Scale Teachers knowledge about ADHD (Soroa et al., 2014) was used in this study. Small number of teachers have made IEP for students with ADHD. Teachers perceived moderatly knowledge and competences for teaching students with ADHD, which are acquired mostly during informal education. Just one third of teachers reported support from psychologist and pedagogue and tenth from social pedagogue Also, they perceived moderate support recieved from all of them. Higher level of knowledge about students with ADHD have teachers who work in primary schools in Primorje-Gorski Kotar and those who have learned about students with ADHD. Considering that there are no similiar researches in Croatia, the aim of this study was determined the level of teachers knowledge about ADHD. Like in other similiar researches, results are indicating underlever knowledge about characteristics of those students and insufficient evaluation of teachers personal competences for teaching those students. It is neccesary to introduce contents of teaching students with difficulties, more specific with ADHD, during formal education initial and proffesional development to avoid that teachers main source of information comes from informal education. Success of teaching students with ADHD depends also on support of proffesional associates and local community.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:189:387925
Study programmeTitle: Integrated graduate and graduate study of Primary School Education
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 on2016-09-02 22:14:54