SELF-ASSESSMENT OF COMPETENCIES AND WAYS OF WORKING OF PRIMARY SCHOOL TEACHERS WITH STUDENTS WITH NON-SPECIFIC DIFFICULTIES IN INITAL READING AND WRITING

Vještine čitanja i pisanja temeljne su vještine suvremenoga čovjeka. Jedna od najvažnijih zadaća škole jest opismeniti učenike. Posebno je važno da učitelji u procesu opismenjavanja i u razdoblju početnoga čitanja i pisanja prate napredak svakoga učenika te mu omoguće primjerene načine rada. Učenike s teškoćama u početnome čitanju i pisanju susrećemo sve češće. Kada je riječ o učenicima s teškoćama u početnome čitanju i pisanju važno je razlikovati specifične i nespecifične teškoće početnoga čitanja i pisanja. Specifične teškoće intenzivno se proučavaju u posljednjih nekoliko godina, to je primjerice disleksija. Za razliku od specifičnih, znanja o nespecifičnim teškoćama nisu toliko poznata. Učenje o nespecifičnim teškoćama posebno je važno ako se u obzir uzme da će pravilnim radom one uglavnom nestati. Međutim, pogrešan pristup učitelja može dovesti do suprotnih ishoda. Iz toga proizlazi cilj ovoga diplomskoga rada, koji se ogleda u potrebi proširivanja znanja o nespecifičnim, odnosno prolaznim teškoćama početnoga čitanja i pisanja, budući da je razdoblje početnoga čitanja i pisanja temelj obrazovanja i da neadekvatan pristup može uzrokovati posljedice na ukupnim odgojno-obrazovnim postignućima bilo kojega područja. Pravilan i primjeren pristup učitelja ogleda se u njegovim kompetencijama. Stoga je dio ovoga diplomskoga rada posvećen upravo kompetencijama i načinima rada učitelja razredne nastave s učenicima s nespecifičnim teškoćama. Za potrebe ovoga diplomskoga rada provedeno je istraživanje na uzorku od 322 učitelja kojim se dobiva uvid u trenutno stanje samoprocjene i načina rada učitelja razredne nastave s učenicima s nespecifičnim teškoćama. Vrijednost ovih podataka jest u tome što se dobiva uvid u načine na koje je potrebno pripremati buduće učitelje za suočavanje s nespecifičnim teškoćama početnoga čitanja i pisanja, uvid u najvažnija obilježja nastave početnoga čitanja i pisanja s usmjerenjem na učenike s nespecifičnim teškoćama, a može poslužiti i kao temelj za dodatne edukacije koje pohađaju sadašnji učitelji razredne nastave, budući da kompetencije učitelja za rad s učenicima s nespecifičnim teškoćama u suvremenoj odgojno-obrazovnoj literaturi nisu jasno razrađene niti dovoljno istražene, a načine rada potrebno je neprestano prilagođavati koristeći sva svoja znanja i vještine.Reading and writing skills are the basic skills of modern man. One of the most important tasks of the school is to educate students. It is especially important that teachers in the process of describing and in the period of initial reading and writing monitor the progress of each student and provide him with appropriate ways of working. We encounter students with difficulties in initial reading and writing more and more often. When it comes to students with difficulties in initial reading and writing, it is important to distinguish between specific and nonspecific difficulties in initial reading and writing. Specific difficulties have been intensively studied in the last few years, such as dyslexia. Unlike specific ones, knowledge about non-specific difficulties is not so widespread. Learning about non-specific difficulties is especially important if we take into account that with proper work, they will mostly disappear. However, a teacher's wrong approach can lead to opposite outcomes. Hence the aim of this thesis, which is reflected in the need to expand knowledge about non-specific or transient difficulties of initial reading and writing, since the period of initial reading and writing is the foundation of education and inadequate approach can cause consequences for overall educational achievements. which area. The correct and appropriate approach of the teacher is reflected in his competencies. Therefore, part of this diploma thesis is dedicated to the competencies and ways of working of primary school teachers with students with non-specific difficulties. For the purposes of this thesis, a survey was conducted on a sample of 322 teachers which provides insight into the current state of self-assessment and the way teachers work with primary school students with non-specific difficulties. The value of this data is that it provides insight into the ways in which future teachers need to be prepared to deal with non-specific difficulties of initial reading and writing, insight into the most important features of teaching initial reading and writing aimed at students with non-specific difficulties, and can serve as the basis for additional education attended by current primary school teachers, as teachers' competencies for working with students with non-specific difficulties in modern educational literature are not clearly developed or sufficiently researched, and working methods need to be constantly adjusted using all their knowledge and skills