Comparing independence among children with mild intellectual disabilities under institutional or daily care

Diplomsko delo analizira samostojnost otrok in mladostnikov z lažjimi motnjami v duševnem razvoju (LMDR), ki med tednom bivajo v institucionalnem varstvu (v nadaljevanju tudi domu), in tistih, ki se vsakodnevno vračajo v domače okolje. V raziskavi je samostojnost opredeljena v smislu skrbi za samega sebe. V teoretičnem delu smo najprej predstavili otroke z LMDR, njihove osnovne značilnosti, načela in cilje vzgoje ter izobraževanja le-teh in program, po katerem se izobražujejo. Glede na to, da smo v empiričnem delu primerjali otroke, ki bivajo doma ali v domu, smo predstavili tako dom kot vzgojno-izobraževalno ustanovo kot tudi družino kot najosnovnejšo celico, kjer se vzgoja začne. Na koncu smo precej pozornosti namenili še samostojnosti in pogojem za razvijanje le-te. V empiričnem delu smo se osredotočili na raziskavo, ki smo jo izvedli med učenci z LMDR, ki obiskujejo Prilagojeni izobraževalni program z nižjim izobrazbenim standardom. Raziskava je vsebovala osnovno deskriptivno statistiko in neeksperimentalno kavzalno metodo empiričnega pedagoškega raziskovanja. V raziskavo je bilo vključenih 40 učencev, od tega jih skoraj polovica med tednom biva v institucionalnem varstvu, torej domu pri osnovni šoli (OŠ). Za namen raziskave smo oblikovali anketni vprašalnik, v katerem smo zajeli tista področja samostojnosti v smislu skrbi za samega sebe, za katera se pričakuje, da jih učenci tekom odraščanja osvojijo. Vprašanja iz anketnega vprašalnika so bila statistično pregledana, zbrani podatki pa tabelarično in grafično prikazani. Ugotavljali smo, ali so učenci z LMDR, ki med tednom bivajo v domu, bolj samostojni od tistih, ki se vsakodnevno vračajo v družinsko okolje. Dobljeni rezultati na nobenem od področij niso pokazali statistično značilnih razlik, razlike so se pojavile le pri posameznih variablah. Najdena ni bila tudi razlika med spoloma. Dekleta so se izkazala za bolj samostojne le pri posameznih nalogah. Na koncu smo preverjali še vpliv starosti otrok na samostojnost in ugotovili, da skoraj pri dveh tretjinah variabel starost ne vpliva pomembno na samostojno izvajanje določene naloge.The thesis deals with analysing the level of independence of children and teenagers with milder intellectual disabilities who either stay in institutional care during the week (and then at home) or who return to their home environment every day. Independence in this research is perceived as the ability to take care of oneself. The theoretical part first presents children with milder intellectual disabilities, their characteristics, educational principles and goals as well as their educational programme. Because the empirical part compares children who live at home or in institutional care, the thesis discusses institutional care as an educational institution and family as the fundamental unit where education begins. The final part focuses on independence and the conditions for its development. The empirical part revolves around the research that was conducted among pupils with milder intellectual disabilities who are involved in the adapted educational programme with a lower educational standard. The research was based on descriptive statistics and a causal non-experimental empirical method of pedagogical research. A total of 40 pupils participatednearly one half of them are staying in institutional care during the week, i.e. in the residence school of the primary school. A survey questionnaire was devised for the research and it encompassed independence-related areas that involve taking care of oneself in a way that is expected from children while growing up. The questionnaire\u27s questions were statistically examined. The collected data was displayed graphically and through tables. The goal was to determine whether children with milder intellectual disabilities who live in institutional care during the week are more independent than their peers who return to their home environment daily. No statistically significant differences were observed in any of the areas. However, certain differences were observed in individual variables. No differences were found between the genders. Girls were more independent in performing some of the tasks. The final aim was to explore the influence of the children\u27s age on their independence. The results indicated that age was not statistically significant in nearly two thirds of variables related to independent performance of tasks