universiteti i gjakovës “fehmi agani” . vështirësitë në të...

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UNIVERSITETI I GJAKOVS FEHMI AGANI

FAKULTETI I EDUKIMIT

Dega: Programi parashkollor

PUNIM DIPLOME

Tema: Puna e msimdhnsve me nxns me nevoja t veanta n klas t

bashkngjitura

Mentori: Kandidatja:

Prof.Ass.Dr. Shefqet Mulliqi Dijana Krasniqi

Gjakov, 2018

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PRMBAJTJA ABSTRAKTI ............................................................................................................................................... 4

ABSTRACT ................................................................................................................................................. 4

HYRJE ...................................................................................................................................................... 5

I. VSHTRIMI HISTORIK I PROBLEMIT T HULUMTIMIT ........................................................ 6

1.1. Historiku i klasave t bashkngjitura ............................................................................................ 6

1.1.2. Klasat e bashkngjitura ............................................................................................................. 6

II. FMIJT ME NEVOJA T VEANTA-DMTIMET, SHKAQET DHE VSHTIRSIT ...... 8

2.1. Terminologjia n fushn e edukimit special ................................................................................. 8

2.2. Ngecjet n zhvillimin mendor (prapambetja mendore) ............................................................... 8

2.3. Dmtimet n t par ..................................................................................................................... 9

2.4. Dmtimet n t dgjuar .............................................................................................................. 10

2.5. Vshtirsit n komunikim-n t folur ....................................................................................... 11

2.6. Vshtirsit emocionale dhe n sjellje ....................................................................................... 11

2.7. Vshtirsit n t nxn ............................................................................................................. 12

2.8. Vshtirsit n t lexuar/disleksia .............................................................................................. 12

2.9. Vshtirsit n t shkruar/disgrafia ........................................................................................... 13

III. METODOLOGJIA E HULUMTIMIT ............................................................................................ 14

3.1. Objektivat e hulumtimit .............................................................................................................. 14

3.2. Qllimi i hulumtimit .................................................................................................................... 15

3.3. Detyrat e hulumtimit .................................................................................................................. 15

3.4. Metodat dhe teknikat e hulumtimit ........................................................................................... 16

3.5. Hipoteza e hulumtimit ................................................................................................................ 16

3.6. Variablat e hulumtimit ................................................................................................................ 17

3.7. Popullacioni dhe mostra e hulumtimit ....................................................................................... 17

3.8. Rndsia e hulumtimit ................................................................................................................ 18

3.9. Organizimi i hulumtimit .............................................................................................................. 18

3.10. Prpunimi statistikor i t dhnave .......................................................................................... 18

IV. MSIMDHNIA DHE LLOJET E SAJ .......................................................................................... 19

4.1. Prkufizimet dhe karakteristikat e msimdhnies ..................................................................... 19

4.2. Prkufizimet dhe karakteristikat e msimdhnies me n qendr nxnsin ............................. 20

4.3. Llojet e puns s msuesit me n qendr nxnsin .................................................................. 22

4.4. Kuptimi pr msimdhnien ndrvepruese tek ne ...................................................................... 22

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4.5. Msimdhnia me n qendr msuesin ...................................................................................... 23

4.6. Prkufizimet dhe karakteristikat e msimdhnies me n qendr msuesin .............................. 24

V. REZULTATET E PRGJITHSHME T HULUMTIMIT ME MSIMDHNS N MESIN URBAN DHE RURAL ............................................................................................................... 25

5.1. Analizat dhe interpretimi i rezultateve t hulumtimit ................................................................ 25

5.2. Pyetsort pr msimdhnsit ................................................................................................... 25

5.3. Rezultatet e prgjithshme t hulumtimit me msimdhnsit .................................................... 25

REZULTATET E HIPOTEZAVE .......................................................................................................... 36

PRFUNDIME ......................................................................................................................................... 37

REFERENCAT ......................................................................................................................................... 38

LITERATURA .......................................................................................................................................... 39

SHTOJCA .................................................................................................................................................. 40

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ABSTRAKTI

Nxnsit me nevoja t veanta jan nj problem n rritje n klas dhe nj nga shqetsimet

m serioze. Ky hulumtim eksploron se far marrdhniesh ka n mes puns s msimdhnsit

dhe nxnsve me nevoja t veanta. Popullata e ktij studimi jan nxnsit e arsimit fillor SHFMU

n komunn e Pejs. Kampion do t jen klasat nga I IX, n arsimin fillor t komuns s Pejs.

Hulumtimi i ktij problemi, mendojm se do ta plotsoj nj boshllk n fushn e edukimiti t

fmijve me nevoja t veanta dhe do t mundsoj me lehtsi adaptimin dhe rehabilitimin e ktyre

fmijve n SHFMU. Duke hulumtuar n aspektin teorik bm prpjekje t kuptojm se cilat jan

kushtet m t favorshme edukativo-arsimore t ksaj kategorie nxnsish m nevoja t veanta pr

ti edukuar, adaptuar dhe inkorporuar, far kushtesh duhet ofruar pr tiu prshtatur t nxnit e

tyre. Prandaj, institutcionet tona duhet t bjn prpjekje pr ti akomoduar dhe ofruar kushte sa

m t favorshme q kta nxns t edukohen dhe arsimohen bashkrisht me moshatart e tyre, pa

u anashkaluar, pa u diskriminuar dhe pa u apostrofuar nga rrethi shoqror.

Fjalt kye: msimdhnie, nxns, nevoja t veanta, shkoll, msimdhns, klas e

bashkngjitur.

ABSTRACT Students with special needs are a growing problem in the classroom and it is one of the most

serious concerns. This research explores the relationship between the teacher and the students with

special needs. The population of this research are students of elementary schools in the

municipality of Peja. We think that this research will fulfill a gap in the field of education for the

kids with special needs and it will make easier for these kids to adapt and rehabilitate in elementary

school. While researching on theoretical aspect we tried to understand which are the best

educational conditions for the students with special needs in order to educate, adapt and

incorporate them, and what kind of conditions we should offer to them to adapt in their learning.

Therefore, our institutions should make an effort to accommodate them and offer to them the best

possible conditions so that these kids can be educated along with their classmates, without being

neglected, discriminated or judged by the society.

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HYRJE

Msuesi ka qen dhe mbetet figura qndrore n shkoll. Pr msuesin ideal sht folur q

nga koha e Sokratit, Aristotelit e Pestalocit. Por far sht msuesi ideal sipas ktyre autorve?

Ky msues q konsiderohet si msues ideal sht vzhgues, eksplorues, njohs i shpirtit, lexues i

mir, tregimtar i holl, nj njeri me horizont t gjer, sht gjithmon nj hap para t tjerve, sht

e nevojshme t prmbush imazhin dhe mbi t gjitha t jet human. Puna e msuesit sht

prcaktuar si njra nga detyrat m t vshtira dhe m me prgjegjsi. sht nj pun q, pr t arritur

rezultate maksimale, krkon impenjim t madh nga msuesi, nga prindrit dhe nga vet nxnsit

ku impenjimi i tyre duhet t jet m i madh, pr faktin se ata q do t marrin njohuri dhe dituri t

reja. Por, m i rdsishm sht impenjimi i msuesit prkundrejt nxnsit t tij. Msuesi d