Adaptation of the teaching work of primary school teachers

Tema ovoga diplomskog rada je Prilagodba nastavnog rada učitelja razredne nastave. Rad se sastoji od dva dijela. U prvom dijelu rada koji je podijeljen u osam poglavlja prikazan je teorijski dio o djeci s teškoćama, vrstama teškoća u razvoju, planovima i programima odgojno-obrazovnog rada za učenike s teškoćama u razvoju, ulozi učitelja u radu s djecom s teškoćama u razvoju, poremećaju iz spektra autizma, didaktičko-metodičkoj prilagodbi za dijete s teškoćama u razvoju te suradnji s roditeljima i stručnim suradnicima. U radu će se dotaknuti djeca s teškoćama. Vrste teškoća koje može posjedovati dijete kod kojega je dijagnosticirana teškoća u razvoju. Planova i programa odgojno-obrazovnog rada za učenike s teškoćama u razvoju, redoviti program uz individualizirane postupke, redoviti programu uz prilagodbu sadržaja i individualizirane postupke, posebni program uz individualizirane postupke i posebni program za stjecanje kompetencija u aktivnostima svakodnevnoga života i rada uz individualizirane postupke. Povijesti posebnih odgojno-obrazovnih potreba, modele vezanih uz djecu s teškoćama u razvoju. Učiteljeve uloge u radu s djecom s teškoćama u razvoju, o tome kako će učitelj prepoznati učenika s teškoćama u razvoju, koju će strategiju koristiti prilikom poučavanja djece s teškoćama u razvoju, kakve kompetencije treba posjedovati učitelj. Didaktičko-metodičke prilagodbe djece s teškoćama u razvoju. Suradnje s roditeljima, te suradnje sa stručnom službom. U drugom dijelu rada prikazane su kompetencije za rad s učenicima s teškoćama koje su stečene pohađanjem samog studijskog programa i izvedbom stručno-pedagoške prakse tijekom studijskih godina. Cilj praktičnog dijela bio je prikazati strukturu individualiziranog kurikuluma za izvedbu nastave prilagođenu učenicima s teškoćama. Kada su u pitanju teškoće u razvoju odabrano je njih šest, a to su oštećenje vida (slabovidnost), oštećenje sluha (nagluhost), oštećenje organa i organskih sustava (oštećenje perifernoga živčanog sustava), intelektualne teškoće, poremećaji u ponašanju i oštećenju mentalnog zdravlja (poremećaji iz autističnog spektra, poremećaji aktivnosti i pažnje). Kada su u pitanju nastavni predmeti odabrani su Hrvatski jezik, Priroda i društvo, Matematika, Tjelesna i zdravstvena kultura, Likovna kultura i Glazbena kultura. Drugi cilj bio je izraditi godišnji izvedbeni kurikulum za dijete koje posjeduje bilo koju teškoću za bilo koji nastavni predmet. Odabrana je teškoća vezana uz oštećenje jezično-govorne glasovne komunikacije i specifične teškoće u učenju koja obuhvaća disleksiju i disgrafiju. Glavni cilj ovog dijela diplomskog rada bio je prikazati postupak rada s učenicima s teškoćama u razvoju i mogućnosti koje oni posjeduju.The topic of this thesis is Adaptation of the teaching work of classroom teachers. The paper is divided into two parts. The first part of the work, which is divided into eight chapters, presents the theoretical part about children with disabilities, types of developmental disabilities, educational plans and programs for students with developmental disabilities, the role of teachers in working with children with developmental disabilities, disorder from the spectrum of autism, didactic-methodical adaptation for a child with developmental disabilities, and cooperation with parents and professional colleagues. Children with disabilities will be touched in the work. Types of difficulties that a child diagnosed with a developmental disability may have. Plans and programs of educational work for students with developmental disabilities, regular program with individualized procedures, regular program with adaptation of content and individualized procedures, special program with individualized procedures and special program for acquiring competencies in activities of everyday life and work with individualized procedures. Histories of special educational needs, models related to children with developmental disabilities. The teacher's role in working with children with developmental disabilities, about how the teacher will recognize a student with developmental disabilities, what strategy he will use when teaching children with developmental disabilities, what competencies the teacher should possess. Didactic-methodical adaptations of children with developmental disabilities. Cooperation with parents and cooperation with professional services. In the second part of the paper, the competences for working with students with difficulties, which were acquired by attending the study program itself and performing professional-pedagogical practice during the study years, are presented. The goal of the practical part was to show the structure of the individualized curriculum for teaching performance adapted to students with disabilities. When it comes to developmental disabilities, six of them were selected, namely visual impairment (low vision), hearing impairment (deafness), damage to organs and organ systems (damage to the peripheral nervous system), intellectual disabilities, behavioral disorders and impairment of mental health ( disorders from the autistic spectrum, activity and attention disorders). When it comes to teaching subjects, the Croatian language, Nature and society, Mathematics, Physical and health culture, Art culture and Music culture were chosen. Another goal was to create an annual performance curriculum for a child with any difficulty for any subject. The selected difficulty is related to the impairment of language-speech voice communication and specific learning difficulties that include dyslexia and dysgraphia. The main goal of this part of the thesis was to show the procedure of working with students with developmental disabilities and the possibilities they have