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Title:Izobraževalni uspeh in socialno vključevanje učencev s posebnimi potrebami v osnovnošolskem in srednješolskem izobraževanju v Sloveniji
Authors:ID Kovačec, Blanka (Author)
ID Tavčar Krajnc, Marina (Mentor) More about this mentor... New window
Files:.pdf MAG_Kovacec_Blanka_2016.pdf (1001,54 KB)
MD5: 10168835BF6E5898C5B8FF48903BD560
 
Language:Slovenian
Work type:Master's thesis
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:V osnovne in srednje šole se vključuje vedno več otrok, ki ima posebne potrebe. Mnogi avtorji (npr. Kavkler, Opara, Mikuš Kos), katerih ugotovitve so uporabljene, opozarjajo, da izobraževalne ustanove v Sloveniji na spremembe niso bile dobro pripravljene. Šolanje je za otroka, ki ima posebne potrebe, napornejše. Bistveno pri vključevanju je, da učenec občuti pripadnost, da ima uspešne socialne interakcije s sovrstniki. Odločba mu omogoča določene prilagoditve, s pomočjo katerih dosega zahtevane standarde znanja, hkrati pa lahko negativno vpliva na socialne interakcije s strani vrstnikov. V teoretičnem delu magistrskega dela je podrobneje opredeljena kategorija otrok, ki imajo posebne potrebe, opisan je razvoj vzgoje in izobraževanja zanje po svetu in doma, vključeni so podatki o njihovem številu v Sloveniji, navedene so temeljne zakonske podlage za njihovo ustrezno vključevanje v šole, opisano je, kako poteka izobraževanje zanje. Empirični del vključuje analizo informacij in ugotovitev iz intervjujev z učenci in dijaki, ki imajo posebne potrebe, ter iz anketiranja njihovih vrstnikov, učiteljev in spremljevalk. Problematika je tako osvetljena z več zornih kotov. Pridobljeni so podatki o izvajanju dodatne strokovne pomoči in prilagoditvah ter stališčih do obojega. Preverjena je ne le učna uspešnost, ampak tudi njihova socialna vključenost. Vsi intervjuvani učenci so uspešno zaključili razred v prejšnjem šolskem letu in se večinoma uspešno vključujejo v skupine sovrstnikov. Učitelji glede na dejstvo, da število učencev s posebnimi potrebami iz leta v leto narašča, opozarjajo na potrebo po dodatnem strokovnem izpolnjevanju.
Keywords:otroci s posebnimi potrebami, osnovne šole, srednje šole, učna uspešnost, socialna vključenost (integracija)
Place of publishing:Maribor
Publisher:[B. Kovačec]
Year of publishing:2016
PID:20.500.12556/DKUM-59159 New window
UDC:376:37.091.212.6(497.4)(043.2)
COBISS.SI-ID:22664200 New window
NUK URN:URN:SI:UM:DK:B206TFZO
Publication date in DKUM:05.10.2016
Views:2612
Downloads:274
Metadata:XML DC-XML DC-RDF
Categories:FF
:
KOVAČEC, Blanka, 2016, Izobraževalni uspeh in socialno vključevanje učencev s posebnimi potrebami v osnovnošolskem in srednješolskem izobraževanju v Sloveniji [online]. Master’s thesis. Maribor : B. Kovačec. [Accessed 18 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=59159
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Secondary language

Language:English
Title:The success of education and social integration of students with special needs in elementary and high school education in Slovenia
Abstract:The number of children with special needs being integrated in regular elementary and high schools keeps increasing. Many authors (eg. Kavkler, Opara, Mikus Kos) whose findings are used in the thesis, point out that the educational institutions in Slovenia have not been well prepared for such a change. The schooling tends to be more demanding for children with special needs. It is essential for the integration of such students that they feel affiliated and have a successful social interaction with their peers. In order to achieve required standards of knowledge, they are entitled to certain adjustments defined by the school agreement. Such status may have a negative impact on social interaction with other students. The theoretical part of the master’s thesis defines the category of children with special needs, describes the development of the special needs education on a national level and worldwide, and includes the number of those children in Slovenia. There is also a presentation of the fundamental legal basis for their proper integration into the regular school system and a description of their education. The empirical part includes an analysis of the information as well as findings based on the interviews with elementary and high school students with special needs and questionnaires taken by their peers, teachers and assistants. Thus, it can be said that the problem is dealt with from different perspectives. The collected data provides information about the implementation of additional professional assistance and adjustments made for special needs students as well as the opinions on the subject given by all included in the research. Not only has the academic achievement been checked but also the social inclusion of children with special needs. All the interviewed students successfully completed the previous school year and for the most part are being successfully integrated into the group of their peers. According to the fact that the number of children with special needs increases every year, teachers stress the need for additional professional training courses.
Keywords:children with special needs, elementary schools, high schools, academic performance, social inclusion (integration)


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