Izvleček
Prispevek temelji na empirični raziskavi, izvedeni za namene doktorske disertacije. V raziskavi so sodelovali učitelji zgodovine in drugi strokovni delavci (šolski svetovalni delavci, učitelji individualne in skupinske pomoči ter učitelji za dodatno strokovno pomoč). Za namene prispevka so bili odgovori iz anket in intervjujev ponovno pregledani in dodatno grupirani v vsebinske sklope. Pridobljena spoznanja nakazujejo številna prizadevanja učiteljev zgodovine in drugih strokovnih delavcev za pomoč učencem z učnimi težavami ter tudi interdisciplinarno sodelovanje med njimi. S tem so bili oblikovani pričujoči primeri dobre prakse in predlogi za kakovostnejšo pedagoško delo z učenci z učnimi težavami pri pouku zgodovine. Ti nam sporočajo, da se pomoč učencem z učnimi težavami začne že pri pripravi na pouk zgodovine, izvaja pa se tudi neposredno v primeru konkretno opaženih težav.
Abstract
Strategies for Working with Students with Learning Difficulties at History Lessons – Examples and Suggestions from Pedagogical Research
The article is based on an empirical research carried out for the purpose of doctoral dissertation. History teachers and other professionals (school counselors, teachers for individual and group help, and teachers for additional professional help) took part in the research. For the purpose of this article, their answers in questionnaires and interviews were re-read and organized in content-based groups. Acquired knowledge shows that teachers and other professionals provide much help to students with learning difficulties, and that they also cooperate at interdisciplinary level. Thus, good practice examples and suggestions for more qualitative pedagogical work with students with learning difficulties at history lessons have been created. The given examples inform us that such help starts during the very preparations for history lessons, and is later on provided by teachers, in case they notice specific problems.