20.500.12556/DKUM-80789 Učenci s posebnimi potrebami v rednem oddelku osnovne šole magistrsko delo Students with special needs in a regular class of primary school V zadnjih letih se povečuje število otrok s posebnimi potrebami, ki so vključeni v redno osnovnošolsko izobraževanje. V magistrskem delu smo se osredotočili na pregled stanja na področju vzgoje in izobraževanja otrok s posebnimi potrebami. V raziskavi je sodelovalo 89 učiteljev/-ic osnovnih šol severovzhodne Slovenije. Podatke smo zbirali s pomočjo anonimnih anketnih vprašalnikov. Rezultati raziskave so prinesli številne zanimive ugotovitve. Ugotovili smo, da so imeli anketiranci največkrat možnost spremljati otroke s primanjkljaji na posameznih področjih učenja, za delo s katerimi se počutijo tudi najbolj usposobljene. Največ znanja so učitelji pridobili s prakso in branjem strokovne literature. Razveseljivo je, da se večina anketirancev želi še dodatno izobraževati na področju dela z otroci s posebnimi potrebami. Ugotovili smo, da je več kot polovica anketiranih mnenja, da prisotnost otrok s posebnimi potrebami pozitivno vpliva na vrstnike. Postopek usmerjanja otrok s posebnimi potrebami učitelji poznajo povprečno. Skoraj polovica učiteljev je vedno vključenih v pripravo individualiziranega programa, nekaj več kot polovica pa jih pozna v njem zapisane prilagoditve. Pokazale so se statistično značilne razlike, ki govorijo v prid starejšim učiteljem in učiteljem z višjim nazivom. In recent years, the number of children with special needs included in regular primary education has been increasing. In the master's thesis, we focused on an overview of the situation in the field of education of children with special needs. 89 primary school teachers from northeastern Slovenia participated in the research. Data were collected using anonymous survey questionnaires. The results of the research brought a number of interesting findings. We found that respondents most often had the opportunity to monitor children with deficits in individual areas of learning, for work with which they feel even the most qualified. Teachers gained the most knowledge through practice and reading professional literature. It is gratifying that most of the respondents want additional education in the field of working with children with special needs. We found out that more than half of the respondents believe that the presence of children with special needs has a positive effect on peers. On average, teachers know the process of guiding children with special needs. Almost half of the teachers are always involved in the preparation of the individualized program, and a little more than half of them are familiar with the adaptations written in it. There were statistically significant differences that speak in favour of older teachers and teachers with higher titles. Otroci s posebnimi potrebami predpisi in zakoni ki urejajo vzgojno-izobraževalno delo otrok s posebnimi potrebami postopek usmerjanja otrok s posebnimi potrebami individualizirani program splošne prilagoditve za otroke s posebnimi potrebami. Children with special needs regulations and laws governing the educational work of children with special needs the process of guiding children with special needs individualized program general adaptations for children with special needs. true true false [T. Kurnik] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2021-10-14 14:46:13 2021-12-13 18:16:31 2022-08-09 23:57:07 0000-00-00 00:00:00 2021 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XIII, 167 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 88444419 MAG_Kurnik_Tjasa_2021.pdf MAG_Kurnik_Tjasa_2021.pdf 1 EB17052BA696A0C8F310AC49A1A71AC9 c4335f6deb46f13bc557156d256609d937e0ba39fcc6be3f66fad50ca96e6fe6 ce83a1f8-2cee-11ec-bc5c-00155d000105 20.500.12556/dkum/e5df1de1-7bc9-4a54-89c5-9a718aa5900c https://dk.um.si/Dokument.php?lang=slv&id=155000 Pedagoška fakulteta 0 0 0