Provođenje slobodnog vremena učenika s intelektualnom ometenošću

Abstract

Slobodno vreme je prostor slobode stoga je važno da deca shvate njegov značaj kako im organizovane aktivnosti ne bi bile nametnute od strane odraslih osoba. Ciljevi istraživanja bili su da se utvrde načini provođenja slobodnog vremena učenika s intelektualnom ometenošću kao i da se utvrdi da li postoje razlike u korišćenju slobodnog vremena između učenika različitog pola. Za potrebe ovog istraživanja sačinjen je direktni intervju koji se sastoji od pet pitanja. Uzorkom je obuhvaćen 31 učenik s intelektualnom ometenošću kalendarskog uzrasta od osam do 12 godina (starost u mesecima: AS = 116.7; SD = 21.8). Od ukupnog broja ispitanika nijedan ispitanik se nije izjasnio da često posećuje pozorišta, dok njih 45.2% povremeno gleda pozorišne predstave. Ukupno 13 (41.9%) ispitanika nikada ne čita. Sa svojim vršanjacima druži se devetoro učenika (29%). Slobodno vreme u prirodi veoma često provode tri ispitanika (9.8%). Nešto manje od polovine ispitivanog uzorka (45.2%) slobodno vreme provodi na društvenim mrežama i internetu. Dečaci češće idu u pozorište (p = 0.000) i češće čitaju knjige (p = 0.001) u poređenju sa devojčicama, dok se devočice više druže sa svojim vršanjacima (p = 0.001) u odnosu na dečake. Nisu utvrđene statistički značajne razlike između učenika različitog pola u odnosu na vreme provedeno na internetu (p = 0.253) ili u prirodi (p = 0.214). Učenici s intelektualnom ometenošću i roditelji treba da budu informisani o mogućnostima organizovanja i planiranja slobodnog vremena.

Free time is a time of freedom; therefore, it is crucial for children to understand its value so that organized activities are not imposed on them by adults. The goals of the research are to determine the ways students with intellectual disabilities spend their free time, as well as to determine whether there are some differences in the use of free time among students of different genders. For the purpose of this research, a direct interview consisted of five questions was conducted. The sample included 31 students with intellectual disabilities aged eight to 12 (age in months: AS=116.7; SD=21.8). Out of the total number of respondents, no respondent stated that they often visit theaters, while 45.2% occasionally watch theater performances. A total of 13 (41.9%) respondents never read. Nine students (29%) hang out with their peers. Three respondents (9.8%) often spend their free time in nature. Slightly less than half of the surveyed (45.2%) spend their free time on social networks and the Internet. Boys go to the theater more often (p= 0.000) and read books more often (p=0.001) compared to girls, while girls hang out more with their peers (p=0.001). No statistically significant differences were found between students of different genders regarding the time spent on the Internet (p=0.253) or in nature (p=0.214). Students with 174 intellectual disabilities and their parents should be informed about the possibilities of organizing and planning the free time in question