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Title:Vsebine socialne vključenosti otrok s posebnimi potrebami v individualiziranih programih
Authors:ID Matjašec, Vanja (Author)
ID Vršnik Perše, Tina (Mentor) More about this mentor... New window
Files:.pdf MAG_Matjasec_Vanja_2019.pdf (1,61 MB)
MD5: 8BEB224CF65AA247FE016741C7C4BD78
PID: 20.500.12556/dkum/477374c4-96e8-42f1-b8ac-eaf7d68447cc
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Socialna vključenost je ena izmed osnovnih potreb človeka in zelo pomembna v dobi otroštva, ko se razvija. Učenci s posebnimi potrebami se težje vključujejo v razredno skupnost in so mnogokrat zaradi svoje posebnosti izločeni. V magistrski nalogi smo se ukvarjali predvsem z vsebinami socialne vključenosti učencev s posebnimi potrebami v individualiziranih programih. Z analizo individualiziranih programov smo ugotavljali, kako dobro so socialne vsebine vključene v individualizirane programe v slovenskih osnovnih in srednjih šolah. Teoretični del naloge zajema opredelitev terminologije, kot je individualizacija, individualizirani program in socialna vključenost, ter pregled zakonodaje, ki ureja našteta področja. Izpostavljene so različne raziskave, ki prikazujejo pomembnost vidika socialne vključenosti. Empirični del naloge vsebuje vsebinsko analizo ter interpretacijo rezultatov, ki smo jih dobili na podlagi pregleda dokumentacije individualiziranih programov, ki so bili zbrani v okviru raziskave Evalvacija različnih oblik dodatne strokovne pomoči, ki je otrokom dodeljena v skladu z Zakonom o usmerjanju otrok s posebnimi potrebami (Vršnik Perše in drugi, 2016). Predstavljene so ugotovitve analiz individualiziranih programov, ki prikazujejo pretežno slabo zastopanost vsebin socialne vključenosti. Ugotovili smo, da so v večini individualiziranih programov dobro oziroma zadovoljivo zapisani cilji socialne vključenosti, pomanjkljivo ali pa presplošno pa so zapisane strategije, s katerimi se bo ta spodbujala. Z analizo smo ugotovili tudi, da imajo v srednjih šolah v primerjavi z osnovnimi šolami zelo slabo zastopano področje socialnih veščin.
Keywords:socialna vključenost, individualizirani program, učenci s posebnimi potrebami, osnovna šola, srednja šola
Place of publishing:Maribor
Publisher:[V. Matjašec]
Year of publishing:2019
PID:20.500.12556/DKUM-73026 New window
UDC:37.013.42:376(043.2)
COBISS.SI-ID:24360712 New window
NUK URN:URN:SI:UM:DK:P0XJBKL4
Publication date in DKUM:06.02.2019
Views:1714
Downloads:283
Metadata:XML DC-XML DC-RDF
Categories:FF
:
MATJAŠEC, Vanja, 2019, Vsebine socialne vključenosti otrok s posebnimi potrebami v individualiziranih programih [online]. Master’s thesis. Maribor : V. Matjašec. [Accessed 24 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=73026
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:21.01.2019

Secondary language

Language:English
Title:The contents of social inclusion of students with special need in individualized education programs
Abstract:Social inclusion is one of the basic needs of a person and is very important during the age of childhood when it is developing. Students with special needs have more difficulties with inclusion in the classroom and are often excluded, due to their special features. In the master's thesis, we mainly focused on the content of social inclusion in the individualized programs of students with special needs. By analyzing individualized programs, we determined how well were the contents of social inclusion included in individualized programs in Slovenian elementary primary and upper secondary schools. The theoretical part of the master's thesis includes the definition of terminology, such as individualization, individualized program and social inclusion, as well as a review of the legislation governing these areas. Various surveys, that show the importance of the aspect of social inclusion, are highlighted. The empirical part of the thesis includes the content analysis and interpretation of the results obtained on the basis of a review of the documentation of individualized programs, which were collected during the research Evaluation Study of different forms of additional professional support that is assigned for children with special needs according to the Placement of Children with Special Needs Act (Vršnik Perše et al., 2016). The presented findings of analyzes of individualized programs show that the content of social inclusion is largely underrepresented. We have found, that in most of the individualized programs, the goals of social inclusion are well or adequately written. However, the strategies with which social inclusion should be promoted, are written inadequately or only in general. The analysis also showed, that in comparison to elementary schools, the area of social skills is poorly covered in secondary schools.
Keywords:social inclusion, individualized program, pupils with special needs, elementary school, secondary school


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