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undergraduate thesis
OBILJEŽJA KREATIVNOSTI KOD UČENIKA S DISLEKSIJOM
2022. urn:nbn:hr:172:409271
Sučić, Petra
University of Split
Faculty of Humanities and Social Sciences

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Sučić, P. (2022). OBILJEŽJA KREATIVNOSTI KOD UČENIKA S DISLEKSIJOM (Undergraduate thesis). Split: University of Split, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:409271

Sučić, Petra. "OBILJEŽJA KREATIVNOSTI KOD UČENIKA S DISLEKSIJOM." Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:172:409271

Sučić, Petra. "OBILJEŽJA KREATIVNOSTI KOD UČENIKA S DISLEKSIJOM." Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:172:409271

Sučić, P. (2022). 'OBILJEŽJA KREATIVNOSTI KOD UČENIKA S DISLEKSIJOM', Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, accessed 21 April 2024, https://urn.nsk.hr/urn:nbn:hr:172:409271

Sučić P. OBILJEŽJA KREATIVNOSTI KOD UČENIKA S DISLEKSIJOM [Undergraduate thesis]. Split: University of Split, Faculty of Humanities and Social Sciences; 2022 [cited 2024 April 21] Available at: https://urn.nsk.hr/urn:nbn:hr:172:409271

P. Sučić, "OBILJEŽJA KREATIVNOSTI KOD UČENIKA S DISLEKSIJOM", Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, Split, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:172:409271

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Metadata
TitleOBILJEŽJA KREATIVNOSTI KOD UČENIKA S DISLEKSIJOM
Title (english)CHARACTERISTICS OF CREATIVITY IN STUDENTS WITH DYSLEXIA
AuthorPetra Sučić
MentorIvana Batarelo Kokić (mentor)
Committee memberInes Blažević (predsjednik povjerenstva)
Committee memberIvana Batarelo Kokić (član povjerenstva)
Committee memberMartina Lončar (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences
Split
Defense date and country2022-09-21, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract
Disleksija kao pojam, u većini slučajeva, ima negativnu konotaciju. Naime, stručnjaci i osobe s disleksijom često je promatraju isključivo kao poremećaj u čitanju. Postoje brojni autori koji su pokušali proširiti definiciju disleksije te pronaći njezine pozitivne strane. Kao jednu od pozitivnih strana disleksije,određeni stručnjaci i autori ističu kreativnost. Dokazi o povezanosti ovog pojma s disleksijom nisu pronađeni u istraživanjima koja su analizirana u ovom radu. Točnije, navedena istraživanja nisu pokazala da osobe s disleksijom pokazuju statistički relevantan viši stupanj kreativnosti od onih koji nemaju navedenu teškoću. Škole čiji su programi fokusirani na individualne potrebe učenika s disleksijom te uključivanje navedenih učenika u regularna razredna odjeljenja imaju veći utjecaj na razvijanje kreativnosti kod svojih učenika s disleksijom. Važno je naglasiti kako provođenje ovakvih programa je gotovo nemoguće bez dobro organiziranog inkluzivnog odgojno-obrazovnog sustava. To znači da navedeni programi moraju biti zakonom propisani, da učitelji, nastavnici i odgajatelji moraju biti obrazovani za rad u takvom sustavu te da mora postojati suradnja između odgojno-obrazovnih djelatnika, različitih stručnjaka i roditelja. Na području Republike Hrvatske zakonom se prepoznaje potreba za socijalnom inkluzijom osoba s disleksijom i osobama s drugim teškoćama te potreba za dodatnom edukacijom odgojno-obrazovnih djelatnika za rad u inkluzivnom sustavu. Međutim, učitelji, nastavnici i odgajatelji u Hrvatskoj, izjasnili su se kako se ne osjećaju dovoljno pripremljenima za rad s učenicima s teškoćama. Takav stav odgojno-obrazovnih djelatnika dovodi u pitanje djelotvornost zakona, ali i načina stručnog usavršavanja odgojno-obrazovnih djelatnika.
Abstract (english)
In most cases, the term dyslexia has a negative connotation.Namely, experts and individuals with dyslexia often see it exclusively as a reading disorder. Many authors have tried to add meaning to the term dyslexia and make its connotation more positive. Certain authors and experts point out creativity as a positive trait of dyslexia. The evidence of a connection between dyslexia and creativity is not found in the research analyzed in this paper. To be more precise, the said research papers failed to establish a statistically relevant higher level of creativity in individuals with dyslexia when compared with those who do not have it.Schools that include students with dyslexia in regular classes and that have programs that focus on the individual needs of those students have a greater influence on the development of creativity when it comes to those students. It is important to emphasize that a well-organized inclusive educational system is anindispensable precondition forthe successful implementation of these kinds of programs. This means that the programs need to be prescribed by law, teachers need to be properly educated to work in such a system and there should be cooperation between them, different experts, and the parents of the students. In the Republic of Croatia, the need for social inclusion of people with dyslexia and with other difficulties as well as the need for additional education of teachers to work in an inclusive education system is recognized by law. However, the Croatian teachers stated that they felt ill-prepared to work with students who have specific disorders. Such an attitude calls into question the effectiveness of the law, and the methods of professional development of education workers.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:172:409271
Study programmeTitle: Pedagogy
Study programme type: university
Study level: undergraduate
Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) pedagogije (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) pedagogije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
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Created on2022-09-22 09:36:39