Utjecaj "Programa strukturiranih igara" na promjene sociometrijskog položaja učenika s posebnim potrebama
The influence of the structured games program on the sociometric position of special needs pupil in the regular primary school

Summary/Abstract: The main purpose of this study was to state the Programme influences the sociometric position of students with special needs within the class. The evaluation was conducted in nvo primary schools in Zagreb area, on the sample of ll44 students (N=570 students in experimental and N =574 in control group), from 4th to 8th form. The groups were equal according to age, sex, number of students with special needs and the education of mothers.The Program consisted of20 workshops divided into five groups ("Similar, but dfferent", "Introduction games", "Group homogenity games", "Social learning, games" and "Ending game" ). The Programme lasted 20 weeks (one workshop per week). The objectives of the Programme was to enable students without difficulties to learn more about students with special needs integrated in their classes through personal contact and direct interaction, which gives them personal experience. The experimental group of students (N=570) participated once weekly for I hour (totat of 20 hours) during 5 consecutive months in the Programme,while control group (N=574) was not included in any additional programme. Sociometric position of students with special needs was assessed using Sociometric test (Jenings, 1948; Moreno, 1962) on the sample of 63 students with special needs in experimental and control groups. The results show that different games from Programme have dfferent influence on the changes in sociometric position of male and female students with special needs.

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