RAZREDNIK IN UČENEC S POSEBNIMI POTREBAMI NA POTI DO ODLOČBE IN URESNIČEVANJE LE-TE V OSNOVNI ŠOLI

CLASS TEACHER AND THE SPECIAL NEEDS STUDENT ON THE WAY TO THE EVALUATION DECISION AND ITS REALISATION IN THE PRIMARY SCHOOL

Suzana Mlakar Pavlovič, prof. razr. pouka
Številka 57 (2018)

Povzetek

Z učenci s posebnimi potrebami se srečujem kot učiteljica na razredni stopnji že več kot deset let. Vse prevečkrat se zgodi, da postopki za pridobitev odločbe in strokovnega mnenja trajajo predolgo. V obdobju, ko čakamo na to odločbo in strokovno mnenje, poskušamo uporabiti vse svoje strokovno znanje, da po svojih najboljših močeh pomagamo takšnemu učencu in hkrati poučujemo vse ostale učence v razredu. To je zelo zahtevno obdobje, ki terja dodatno mero potrpežljivosti in energije od učitelja, učenca s posebnimi potrebami in od ostalih učencev v razredu. Vse prevečkrat smo kot učitelji razočarani, ko nas svetovalna delavka seznani z odločbo in s strokovnim mnenjem Komisije za usmerjanje otrok s posebnimi potrebami šele po približno 6 mesecih sobivanja z otrokom v oddelku. V tem času si učitelj z opazovanjem in funkcioniranjem otroka pridobi ogromno informacij o učencu. Dostikrat imamo kot učitelji, ki sobivamo s takšnim učencem dan za dnem v oddelku, drugačno mnenje o vrsti in stopnji primanjkljaja, kot pa je zapisano v odločbi in strokovnem mnenju. To je tudi logično, saj nihče, ki se podpiše pod odločbe in strokovna mnenja, ni opazoval tega učenca v oddelku pri pouku niti eno šolsko uro. A to je že druga zgodba. Sprijazniti se moramo z dokumenti in jih upoštevati. Najpomembnejši del nastopi šele z oblikovanjem tima (svetovalna delavka, razredničarka, izvajalci dodatne strokovne pomoči, starši) in realizacijo individualiziranega programa.

Ključne besede: učenci s posebnimi potrebami, učenci, razrednik, odločba, individualiziran program


Abstract

As a teacher, I have been meeting children with special needs for over 10 years now. All too often, it happens that the procedures for obtaining the evaluation decision and the expert opinion take too long. In the period of waiting for this decision and the expert opinion, we try to use all of our expertise to help such a student the best we can and to teach the rest of the students in the class at the same time. This is a very demanding period, which requires an extra amount of patience and energy from the teacher, from the special needs student and from the rest of the students in the classroom as well. Too many times, we (the teachers) are disappointed when the school consultant social worker acquaints us with the evaluation decision and the expert opinion of the Commission for the guidance of the special needs children and this after our approximately 6 months coexistence with the child in class. During this time, the teacher gains an enormous amount of information about this student by observing him and his actions. Many times, we, as teachers, who coexist day by day with such a student in class, have a different opinion about the kind and level of deficiency written in the evaluation decision and in the expert opinion. This is actually logical because nobody that signs these decisions and expert opinions has not observed this student inside the class, not for even one school lesson. However, this is already another story. We have to reconcile with the documents and consider them. The most important part begins only with forming the team (consultant social worker, class teacher, teachers – performers of the additional professional help, parents) and the realisation of the individual education plan.

Keywords: children with special needs, students, class teacher, expert opinion, individual education plan