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master's thesis
Rano učenje engleskog kao stranog jezika kod djece s posebnim potrebama
2018. urn:nbn:hr:172:927893
Valenta, Ana Katarina
University of Split
Faculty of Humanities and Social Sciences, University of Split
Department of Teacher Education

Cite this document

Valenta, A. K. (2018). Rano učenje engleskog kao stranog jezika kod djece s posebnim potrebama (Master's thesis). Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:927893

Valenta, Ana Katarina. "Rano učenje engleskog kao stranog jezika kod djece s posebnim potrebama." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, 2018. https://urn.nsk.hr/urn:nbn:hr:172:927893

Valenta, Ana Katarina. "Rano učenje engleskog kao stranog jezika kod djece s posebnim potrebama." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, 2018. https://urn.nsk.hr/urn:nbn:hr:172:927893

Valenta, A. K. (2018). 'Rano učenje engleskog kao stranog jezika kod djece s posebnim potrebama', Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, accessed 14 March 2023, https://urn.nsk.hr/urn:nbn:hr:172:927893

Valenta AK. Rano učenje engleskog kao stranog jezika kod djece s posebnim potrebama [Master's thesis]. Split: University of Split, Faculty of Humanities and Social Sciences, University of Split; 2018 [cited 2023 March 14] Available at: https://urn.nsk.hr/urn:nbn:hr:172:927893

A. K. Valenta, "Rano učenje engleskog kao stranog jezika kod djece s posebnim potrebama", Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, Split, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:172:927893

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Metadata
TitleRano učenje engleskog kao stranog jezika kod djece s posebnim potrebama
Title (english)Early EFL Learners with Special Educational Needs
AuthorAna Katarina Valenta
MentorGloria Vickov (mentor)
Committee memberAna Sarić (predsjednik povjerenstva)
Committee memberGloria Vickov (član povjerenstva)
Committee memberIrena Mišurac (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences, University of Split
(Department of Teacher Education)
Split
Defense date and country2018-07-10, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Interdisciplinary Humanistic Studies
Teaching Methods in the Humanistic Sciences
Abstract
Odnos prema osobama s posebnim potrebama se drastično mijenjao kroz povijest – od marginalizacije i isključivanja iz društva, preko osnivanja posebnih institucija za njihov odgoj i obrazovanje pa sve do integracije i inkluzije kojima oni postaju vrijedni sudionici društvenoga i odgojno-obrazovnoga života. Procesom integracije uključuje se djecu s manjim poteškoćama u redovan sustav odgoja i obrazovanja dok procesom inkluzije u redovan sustav odgoja i obrazovanja stavljamo djecu iste kronološke dobi sa i bez posebnih potreba zbog zajedničke igre, druženja i učenja. U Republici Hrvatskoj se teži procesu inkluzije, što pred učitelje razredne, ali i predmetne nastave stavlja veliki izazov. U radu se skreće pozornost na nedovoljnu edukaciju učitelja vezano uz rad s djecom s posebnim potrebama u svim predmetima pa tako i u nastavi engleskoga kao stranoga jezika kao i na podzastupljenost empirijskih istraživanja vezanih uz glotodidaktički aspekt u kontekstu poučavanja učenika s teškoćama u razvoju. Istraživanje prikazano u ovom radu osigurava identifikaciju i opis konkretnih metodičko-didaktičkih postupaka koji se primjenjuju u radu s učenicima s posebnim potrebama u nastavi engleskoga jezika. Rad, nadalje, pokušava utvrditi probleme i poteškoće na koje nailaze učitelji u radu s navedenom učeničkom populacijom u području nastave stranog, posebice engleskog jezika.
Abstract (english)
The attitude towards people with special needs has changed drastically over time – from marginalisation and exclusion from society, through establishing special institutions for their upbringing and education, all the way to integration and inclusion through which they can become valuable participants in social and educational life. Integration enables us to include children with lesser disabilities into the regular education system and by means of inclusion we include children of the same age with and without disabilities so that they can play, socialize and study together. In Croatia there is a tendency towards a process of inclusion, which poses a great challenge for teachers. In this thesis, attention is drawn to the insufficient education of teachers regarding work with children with special needs in all the school subjects, including teaching English as a foreign language, as well as to the shortage of empirical research with respect to the glottodidactic aspects of teaching pupils with disabilities. The research presented in this paper ensures the identification and description of the concrete methodological-didactic procedures that are used in teaching students with disabilities in English language classes. This paper aims to determine problems and 2 difficulties that teachers encounter in working with the stated student population in the field of foreign language teaching, with an emphasis on teaching English.
Keywords
Languagecroatian
URN:NBNurn:nbn:hr:172:927893
Study programmeTitle: Teacher education
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2018-07-17 09:08:04