Perspektive učiteljev in šolskih svetovalnih delavcev o varovalnih dejavnikih v šoli pri delu z otroki s kompleksnimi potrebami
Povzetek
Osnovna šola predstavlja pomembno okolje, ki lahko deluje kot varovalni dejavnik v življenju otrok, kar je še posebej pomembno za tiste, ki se spoprijemajo s kompleksnimi potrebami in z ranljivimi življenjskimi okoliščinami. Mednarodne in domače raziskave poudarjajo pomen krepitve varovalnih dejavnikov v šolskem okolju, ustvarjanja podpornega in vključujočega okolja ter zagotavljanja pravočasnih in raznolikih oblik podpore. Namen študije je bil preučiti varovalne dejavnike, ki jih učitelji in šolski svetovalni delavci pri svojem delu prepoznavajo kot ključne pri podpori otrokom s kompleksnimi potrebami, ter raziskati omejitve in ovire pri njihovem uresničevanju. Posebna pozornost je bila namenjena tudi predlogom za spremembe, ki bi omogočile pravočasnejšo podporo in učinkovitejše zmanjševanje dejavnikov tveganja. Izvedenih je bilo deset polstrukturiranih intervjujev z učitelji in s šolskimi svetovalnimi delavci, podatki pa so bili analizirani z metodo tematske analize. Rezultati so pokazali, da ima vzpostavljanje zaupanja vrednih odnosov z otroki v kompleksnih življenjskih situacijah osrednjo vlogo pri zagotavljanju učinkovite podpore. Na ravni sodelovanja je bil poudarjen pomen partnerskih odnosov s starši in strokovnjaki iz zunanjih ustanov. Udeleženci so z namenom krepitve varovalnih dejavnikov poudarili tudi potrebo po sistematičnem vključevanju preventivnih dejavnosti v šolsko delo. Kritično so se opredelili do uporabe vzgojnih opominov in do obstoječe oblike podpore spremljevalcev, posebej za učence s čustvenimi in vedenjskimi motnjami. Analiza je oblikovala več priporočil za preseganje ugotovljenih ovir, med katerimi izstopajo: razvoj ustreznih programov strokovnega izpopolnjevanja za učitelje in šolske svetovalne delavce, zagotavljanje supervizije, krepitev kulture sodelovanja s starši ter vzpostavitev bolj usklajenih in povezanih podpornih mrež.
Prenosi
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