Prethodno priopćenje
Teaching Visual Arts at Primary Level from the Perspective of Adaptations for Pupils with Special Needs
Jerneja Herzog
; Pedagoški fakultet, Sveučilište u Mariboru
Saša Serec
Sažetak
Visual arts classes allow pupils to develop their own artistic expression and potential. The same is true for pupils with special needs, as these pupils are extremely fond of artistic creation, only their capabilities are limited, depending on the kind of disorder and deficit. This exactly is why special attention must be paid to adaptations made for them. In the paper we discuss the work of teachers at primary level in arts classes from the perspective of adaptations necessary for pupils with special needs. These teachers are not specially trained for this kind of professional work; the requirements they are faced with nevertheless impose enormous responsibility on them. The quantitative educational research study, in which 297 primary school teachers in Slovenian basic schools participated, represents a part of a broader research that was carried out with the support of a questionnaire aiming at obtaining teachers’ opinions on their experience with teaching arts from the perspective of adaptations for children with special needs. The results of the study indicate that primary school teachers in Slovenian primary schools adapt their teaching of arts to pupils with special needs in a variety of ways. These generally refer to adapting the technique, to extension of time of creation, or to offering choice of artistic materials. The basic finding of the study is, however, primary school teachers pay insufficient attention to adjusting learning objectives.
Ključne riječi
visual arts; children with special needs; adaptation; primary school teaching
Hrčak ID:
177054
URI
Datum izdavanja:
15.12.2016.
Posjeta: 3.211 *