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Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/24425

Titill: 
  • Hver er lögsaga þroskaþjálfa? : starfsvettvangur, menntun og viðhorf þroskaþjálfa
  • Titill er á ensku The jurisdiction of social educators in Iceland : professional settings, education and perspectives
Útgáfa: 
  • Desember 2015
Útdráttur: 
  • Gæslusystraskóli Íslands, forveri Þroskaþjálfaskóla Íslands, var stofnaður fyrir tæpum 60 árum. Frá þeim tíma hefur nám þroskaþjálfa flust á milli skólastiga og -stofnana. Nú fer nám þroskaþjálfa fram á Menntavísindasviði Háskóla Íslands. Á sama tíma hefur átt sér stað mikil og jákvæð breyting á stöðu fatlaðs fólks í íslensku samfélagi. Það hefur leitt til þess að starfsvettvangur þroskaþjálfa hefur breyst. Meginmarkmið rannsóknarinnar sem hér er til umfjöllunar var að afla upplýsinga um starfsvettvang og menntun þroskaþjálfa.
    Rannsóknin byggist á spurningalistakönnun sem lögð var fyrir þroskaþjálfa í mars árið 2014. 441 þroskaþjálfi svaraði könnuninni, mikill meirihluti þeirra konur (92%) og um 27% svarenda hafa lokið framhaldsnámi. Í greininni verður sjónum beint að starfsvettvangi þroskaþjálfa og viðhorfum þeirra til hlutverks síns sem fagstéttar, menntun þroskaþjálfa og viðhorfum þeirra til menntunar stéttarinnar. Ennfremur verður fjallað um þau lög, alþjóðlega sáttmála, stefnumótun og hugmyndafræði sem þroskaþjálfar starfa eftir.
    Helstu niðurstöður könnunarinnar eru þær að starfsvettvangur þroskaþjálfa er fjölbreyttur og stéttin vinnur með fötluðu fólki á öllum aldri. Þessi fjölbreytni leiðir af sér að ekki er hægt að skilgreina starfsvettvanginn út frá vinnustöðum. Stærsti hópur svarenda (42%) starfaði í skólakerfinu, en mun færri (19%) í búsetu fatlaðs fólks. Það er mat þátttakenda að einn mikilvægasti þátturinn í lífi fatlaðs fólks sé stuðningur á heimilum þess. Þrátt fyrir það virðist sem þroskaþjálfum á þeim vettvangi fari fækkandi. Þá kemur einnig í ljós að hjá svarendum var ákveðið misgengi milli þekkingar þeirra á ýmsum stefnumarkandi og/eða hugmyndafræðilegum þáttum og viðhorfa til mikilvægis þeirra. Þeir meta þessa þætti mikilvæga í störfum þroskaþjálfa en telja sig ekki hafa mikla þekkingu á þeim og virðast í einhverjum tilfellum ekki starfa eftir þeim.
    Í greininni er beitt kenningum um lögsögu fagstétta til að varpa ljósi á og skilgreina sérfræðiþekkingu þroskaþjálfa.

  • Útdráttur er á ensku

    Social education has been taught in Iceland for about 60 years and is currently offered as an undergraduate course at the University of Iceland. Since the early days of the profession there have been some fundamental and positive changes regarding the rights and accommodations of disabled people in Iceland. These developments have also led to changes in the professional field of social education.
    The aim of this research is to examine the professional settings and education of social educators. The findings are based on a survey which was administered to 441 Icelandic social educators in March 2014. The initiative for the survey came from the Research Centre for Social Education at the University of Iceland and the Icelandic Social Educators Association. The article also focuses on public policy, international agreements and the legal and ideological environment in which social educators operate and the varied theoretical foundations of their education.
    The findings suggest that women (92%) are the great majority of social educators in Iceland, although only 27% had a graduate degree in social education or other related fields of study. Although the social education curriculum is based on a social understanding of disability and human rights, the Directorate of Health certifies the profession, and social educators are considered to be health care workers. There seems to be some discrepancy between working social educators and the issue of certificates, i.e. in numerous cases people who have completed a degree in social education have acquired jobs without being certified by the Directorate of Health.
    Social educators work in variety of settings but the largest group of respondents (42%) worked within the school system. The second largest group (19%) worked in residencse of disabled people. The majority of the participants agreed that the most important service provided for disabled people is assistance and support within their homes. However, the number of social educators working in residences of disabled people has gradually decreased over the past ten years.
    The diversity of settings in which social educators provide their professional services seems to have interfered with the jurisdictional claim of the profession. During the time when the institutionalization of disabled people was more common, jurisdiction was much clearer, i.e. the jurisdiction was the institutional settings. The participants worked with disabled people of all ages although the largest group receiving services were children and youth with intellectual disabilities.
    There seems to be some tension within the profession regarding the services they believe to be important for disabled people. One reason for this tension is the range in age groups they work with, for social educators work with people of all ages. An example of this tension is perspective on inclusive or segregated activities and services. Although inclusive education has been the public policy norm in Iceland for over two decades, about half of the respondents considered segregated school settings most important for disabled students.
    The paper concludes by suggesting that the social education profession needs to claim their jurisdiction where their expertise in the field of disability will be of most use.

Birtist í: 
  • Netla
ISSN: 
  • 1670-0244
Athugasemdir: 
  • Sérrit 2015 - Hlutverk og menntun þroskaþjálfa
Tengd vefslóð: 
  • http://netla.hi.is/serrit/2015/hlutverk_og_menntun_throskathjalfa/004.pdf
Samþykkt: 
  • 10.5.2016
URI: 
  • http://hdl.handle.net/1946/24425


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