38.årgang nr.2 Maj 2001

Brugertilfredshed – en PPR undersøgelse i København

PPR har i sin virksomhedsplan 1999 givet tilsagn om at gennemføre stikprøveundersøgelser af brugernes tilfredshed med rådgivningen ( afsnit 5, »PPR’s budget, statistik, evaluering, realisering af mål- og resultatkrav«, s. 21). En sådan undersøgelse er gennemført i skoleåret 1999/2000. Formålet med undersøgelsen er således at tilvejebringe et nuanceret billede af brugernes (forældres) tilfredshed med PPR’s ydelser og, at anvende disse kvalitetsvurderinger i planlægningen af den fremtidige rådgivning. I det følgende redegøres for undersøgelsens resultater, planlægning og gennemførelse og for svarene herfra. Svarene sammenlignes bl.a. med en tilsvarende aktuel norsk undersøgelse, der har samme grad af brugertilfredshed, som i denne undersøgelse. PPR har planlagt at gennemføre flere brugerundersøgelser de kommende år af tilsvarende art, men også undersøgelser, der viser noget om tilfredsheden med indsatsen over en årrække, eksempelvis med fokus på forældre til børn med handicap. PPR vil arbejde aktivt for at udnytte svarene på bedste måde ved diskussioner og efteruddannelse til gavn for brugerne. Undersøgelsen er gennemført af

Glæsel, Bjørn and Friis-Rasmussen, Allan (Chief school psychologist and head-clerk at The School Psycholdgical Office of Copenhagen). User Satisfaction – A Survey of Parents in Copenhagen. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 2, 91-108. In October-November 1999 a total of 352 children were referred to the school psychological office of Copenhagen. Their parents were invited to participate in an investigation abt. their first contact with the speech therapist or the psychologist with whom they were expected to cooperate. 62% participated. In 54% of the cases dealing with small children (0-6 ys.) the initiative had been taken by the parents; for pupils 35% of the parents had taken the first initiative. The main reason for referral of small children was delayed linguistic development. For the pupils 50% were referred because of academic problems, and 47% because of behavioural problems. 86% of the parents found that the person with whom they had had their first contact was a good or very good listener, abt. 79 that the person was good or very good at explaining the problems to them, that they agreed abt. what the problem was. There was a time lapse of abt. two months between the referral and the first contact. This lapse was considered long or very long by most of the parents.

PPR’s servicering af dagbehandlingstilbud/anbringelsessteder

Linder, Anne (Psychologist at The Family Center, Sydsjælland). The School Psychological Cooperation with an Institution. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 2, 109-119. Recent legislation in Denmark has placed all teaching of children under one law. Therefore even teaching of youngsters with severe behaviour problems in institutions have become the responsibility of the local school authorities. For the school psychological services this has brought about new tasks such as participation in the placement of the youngsters and testing of personality and academic functions and supervision of the teachers as well as courses for personel.

Tværfaglighed i udredning om pædagogisk vejledning omkring læsevanskeligheder

En model fra Ordblindecenteret i Greve Et af PPRs kerneområder har fra oprettelsen af de første skolepsykologstillinger været vejledning i forhold til specialundervisning af elever med læsevanskeligheder. Der har dog i de senere år været en tendens til at den del af PPRs virksomhed er blevet nedtonet til fordel for andre opgaver. Specielt har psykologerne flyttet opmærksomheden fra læsning, hvilket har medført at den rivende udvikling, der har været på området, er blevet påvirket af andre faggrupper end psykologer. Dette har medført, at man i Danmark i modsætning til de fleste andre lande har set dysleksi som primært en sproglig vanskelighed, og at specialundervisningen i læsning for både børn og voksne i stor udstrækning har drejet sig om fonologisk træning. Derved er vi i Danmark gået glip af en global udvikling i retning af en specialundervisning, som rettes mod at kompensere for læsevanskeligheden i stedet for at udelukkende forsøge at helbrede den.

Jørgensen, Bo; Norrbom, Lene and Ussinger, Nete (Members of The Dyslexia Team in Greve). Collaboration in Diagnosing Reading Difficulties. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 2, 120-129. At The Dyslexia Center at a school in Greve a project has been developed, involving contributions from different experts. The psychologist is expected to diagnose the cognitive functions of the children (WISC III) and possible neuro-psychological problems. The reading consultant has to evaluate the extent of the reading difficulties, and the speech therapist describes the linguistic functions. The team has to fit the different observations and the results of the testing together, and to present their observations to the special teachers.

Skab ro … undgå kaos

I amerikanske klasselokaler er der som regel ro og orden. Dette har til formål at sikre optimal indlæring. Der hersker som regel en solid gensidig respekt mellem lærer og elever, som danner basis for indlæring. Gensidig omsorg og glæde findes i alle klasser. 1. En lærer er specialist indenfor det alderstrin af elever, han eller hun underviser. Lærere forbliver på deres valgte klassetrin og udvikler en solid forståelse for netop dette klassetrins udvikling og forventninger. De opbygger læseplanen i overensstemmelse med denne erfaring, og tilpasser den til de enkelte børns behov. 2. Lærerne etablerer regler og normer for klassen sammen med deres elever. Disse regler og normer er helt igennem forstået og godkendt af elevernes forældre samt skolens inspektør. Lærerne forventer og modtager derfor den støtte de behøver både fra hjemmet og administrationen. 3. Lærerne har ansvaret for deres eget klasselokale, hvorimod eleverne ofte forlader lokalet for at deltage i andre aktiviteter (bibliotek, computerrum, faglokale, o.s.v. ). Lærerne bliver tilbage i lokalet, hvor de planlægger og forbereder sig. Eleverne har ikke adgang til klasselokalet uden en lærer eller anden voksen. Man kunne næsten sige, at lærerne »inviterer« eleverne indenfor i klassen og på denne måde etablerer den ønskede grad af ro og orden.

Reider, Barbara. Create Order – Avoid Chaos. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 2, 130-139. American researcher B.R. relates that as a rule order is found in American classrooms. This reflects an American tradition of teaching involving: the teacher is specialized to teach children of a certain age group, they establish rules and norms together with, their pupils, they involve parents, and they are responsible for their classrooms.

Classroom-management i 3. klasse

Kanta, Ulla (class teacher at the Hammersgårdsskolen). Classroom Management in 3rd Grade. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 2, 140-144. Inspired by Reider et al this teacher describes her practices in a 3rd form. A detailed review shows that very good results have been achieved.

Fra læsningens forbryderalbum. Kronik i Jyllands-Posten 2.2.2001

Hansen, Mogens (Professor at The Danmarks Pædagogiske Universitet). This article first appeared in the Danish newspaper, Jyllandsposten, in February 2nd, 2001. The Rogues’ Gallery of Reading. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 2, 145-148. For a decade reading has been discussed – always because of the shortcomings of teaching etc. This case has many culprits, so lets take a look at the mug shots. 1. Children come to school with the expectation of being entertained – But: teaching is quite a different matter. It often takes up to a year for the children to adjust their expectations. 2. Without attention and concentration no learning is possible. But: many different things have to be learned. It is criminal e.g. to replace life practice with computers. 3. Excitement of reading: children must meet the exciting and some times frightening world of literature from an early age. 4. Quality of teaching: reading does not develop by itself, however it is optimistic Frank Smith was in the 1970’ies. Reading takes a lot of practice. Good teachers are that kind of adult who can make the pupils trust her judgment of what is important in the school.