20.500.12556/DKUM-79187 Stališča in odnos učiteljev do otrok s čustveno-vedenjskimi motnjami Teacher's views and attitudes towards students with emotional and behavioral disorders Kljub medsebojnim razlikam in posebnostim, ki so značilne za nekatere učence, smo kot soljudje in kot pedagoški delavci dolžni tem učencem omogočiti enakopravno izobrazbo, možnosti za uspeh in po naši moči najboljšo podporo pri razvoju v duševno zdrave odrasle. V teoretičnem delu magistrske naloge so predstavljene čustveno-vedenjske motnje pri otrocih, indikacije in dejavniki, ključni za razvoj čustveno-vedenjskih motenj in pomen inkluzije ter vloga učitelja pri prepoznavanju motenj in pomoči otrokom z motnjami. V empiričnem delu smo raziskali, kakšna so stališča anketirancev v odnosu do otrok s čustveno-vedenjskimi motnjami. Ugotovili smo, da učitelji še vedno slabo sprejemajo otroka s čustveno vedenjskimi motnjami. Obravnavajo ga kot breme in sprejemanja ter pomoči temu otroku ne razumejo kot svoje dolžnosti. Prav tako smo ugotovili, da ni povezanosti med stališčem do otrok s čustveno-vedenjskimi motnjami in poučevanjem na razredni ali predmetni stopnji, trajanjem delovne dobe ali številom otrok s čustvenovedenjskimi motnjami, ki jih ti učitelji poučujejo. Menimo, da je pot do točke, ko bo vsaka šola vključujoča šola, še dolga, ampak vendarle nujno potrebna. Pedagogical workers are, as fellow human beings, obliged to provide students with equal education and success opportunities along with their best support for students’ development into mentally healthy adults, even if some of the students are different and have special characteristics. In the theoretical part, we presented childrens’ emotional and behavioral disorders, indications and factors that are vital for development of emotional and behavioral disorders. Theoretical part also includes the importance of inclusion and the role of the teacher in identifying disorders and helping children with disorders. In the empirical part, we researched attitudes of the interviewees towards children with emotional and behavioral disorders. The outcome of the research showed that teachers still poorly accept a child with emotional and behavioral disorders, often treat him as a burden and do not consider helping said child as part of their duty. Research also showed that there is no correlation between attitudes toward children with emotional and behavioral disorders and teaching at primary or lower secondary level of education, length of service, or the number of children with emotional and behavioral disorders taught by these teachers. We believe that the road to where every school will be an inclusive school is long, but necessary. moteče vedenje učni uspeh inkluzija čustveno vedenjske motnje otroci s posebnimi potrebami disruptive behavior learning success inclusion emotional and behavioral disorders children with special needs true true false [T. Čeh] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2021-05-24 17:18:30 2021-07-21 10:36:40 2023-08-28 12:32:29 0000-00-00 00:00:00 2021 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376:373.3(043.2) 69533699 MAG_Ceh_Tamara_2021.pdf MAG_Ceh_Tamara_2021.pdf 1 7B57EBF1075197B54E534D3D75BB60A8 5424954142c1fc5be6446a60a9af06c7622bc0a20d3d678bf59d8c23aa2bab27 56f80f68-bca9-11eb-97c7-00155d581298 20.500.12556/dkum/0a417754-e342-48e1-8556-88a20a341c4b https://dk.um.si/Dokument.php?lang=slv&id=150356 Pedagoška fakulteta 0 0 0