Naslov
Methodological difficulties in physical education classes in pupils with special educational needs
(MEethodological difficulties in physical education classes in pupils with special educational needs)

Autori
Rastovski, Dražen ; Vidranski, Tihomir ; Cvitanović, Matea

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
9th FIEP European Congress Physical Education and Sport-Compentences for Life and 7th International Scientific Congress "Sport, Stress, Adaptation" : proceedings book / Dasheva, Daniela ; Stena Djobova, Antala ; Kuleva, Milena - Sofija : NaƟonal Sports Academy “ Vassil Levski”, 2014, 459-464

Skup
FIEP European Congress (9 ; 2014) ; International Scientific Congress "Sport, Stress, Adaptation" (9 ; 2014)

Mjesto i datum
Sofija, Bugarska, 09.10.2014. - 12.10.2014

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
physical education class ; pupils with special educational needs ; methodological difficulties

Sažetak
In physical education classes motoric impairments reflected through movement problems, perceptual motion disorders or chronic illnesses often have a great impact on educational achievements. It is extremely important to identify children with chronic illnesses and disabilities in motoric development and to detect the problems faced by teachers working with such children in physical education classes. In Croatian educational system every pupil who has difficulties in learning or adopting the subject matter is considered to be a pupil with special educational needs. Under this standard, students are divided into categories depending on the type of damage that is causing special needs. As a part of elementary education system there exist curricula for education of students with disabilities in regular schools. There are also instructions for design of customized programs which are based on regular programs and prepared by teachers directly involved in educational work with disabled children. These programs are developed at the beginning of each school year for each child with disabilities individually, and for every educational content which has been found to require adjustment (Ljubić 1999, according to OECD, 2007). According to the Ministry of Science, Education and Sports (MZOS) in the Republic of Croatia (RH) there are 897 educational institutions (regular schools) and about 1, 270 school districts on mandatory educational level. There are 23 schools which have special classes for children with disabilities, and 17 special educational institutions for children with disabilities. According to the available data on children and pupils with educational disabilities in Croatia provided by the MZOS, primary education included about 7, 800 school children with disabilities integrated into regular classes and 3, 936 pupils enrolled into special programs (MZOS, 2013). Teachers working with children with special educational needs face numerous difficulties and limitations, especially in terms of organization and selection of methods and contents for the implementation in the teaching process. Studies by Hodge et al. (2004) indicate that the teachers have positive attitudes about inclusion of people with special educational needs in physical and health educational classes, as well as different strategies for success when integrating such pupils into class, but also signal problems they face with the conduct of such classes. However, despite tendencies for inclusion of children with special educational needs into regular classes, teachers do not feel adequately trained and believe that they do not have sufficient expertise for conducting such classes. The study conducted by Haycook and Smith (2011) has shown that teachers were more likely to use extracurricular forms of work to provide children with special educational needs with facilities and kinesiological operators appropriate to their abilities and needs, and thus do not separate them from other children during regular teaching process. The educational system is required to identify children with special educational needs, including children with disabilities in motor development, and detect the problems faced by teachers working with such children. Prompt identification, quality educational work and positive attitude of teachers towards solving the difficulties faced in the teaching process are the key to overall work with children with special educational needs. Therefore, the aim of the study was to use a questionnaire in order to analyze the difficulties faced by teachers when selecting teaching and learning methods and exercise methods in the field of physical education. The results should have a direct practical application through identification of developmental disorders and difficulties in the class implementation. Based on the acquired data we could find optimal solutions and organizational forms of work which would positively contribute to child development by quality formulating and programming of physical education classes.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA