20.500.12556/DKUM-90567 Vpliv inkluzivnosti rednih šol na socialno, čustveno in akademsko vključenost učencev z avtističnimi motnjami doktorska disertacija The Impact of Inclusiveness in Mainstream Schools on the Social, Emotional and Academic Inclusion of Students with Autism Spectrum Disorder Temeljni namen doktorske disertacije je bil preučiti vpliv inkluzivnosti rednih šol na vključenost učencev z AM v razrede teh šol. Preučili smo, v kolikšni meri se v osnovnih šolah, v katere so vključeni učenci z AM, ustvarja in razvija inkluzivna kultura, oblikuje inkluzivna politika in promovira inkluzivna praksa ter v kolikšni meri te tri dimenzije Indeksa inkluzivnosti vplivajo na socialno, akademsko in čustveno vključenost učencev z AM v razrede teh šol. Ob tem smo tudi preučili korelacije med zaznavami posameznih dimenzij inkluzivnosti šol in med zaznavami socialne, čustvene ter akademske vključenosti učencev z AM v razrede osnovnih šol. V raziskavi je sodelovalo 40 učencev z AM, njihovih 40 staršev, 120 učiteljev, 40 šolskih svetovalnih delavcev in 40 vodstvenih delavcev šol. Nato je sledila izvedba kvalitativne raziskave v obliki polstrukturiranih intervjujev šolskih svetovalnih delavcev. Za pridobitev ocen učencev, učiteljev in staršev glede zaznave akademske, socialne in čustvene vključenosti učencev z AM smo uporabili slovenski prevod vprašalnika The Perceptions of Inclusion Questionnaire (PIQ-S-SLO; Venetz idr., 2015), za merjenje inkluzivne šolske kulture, politike in prakse pa je bila uporabljena različica vprašalnika Indeks inkluzivnosti (Booth in Ainscow, 2000, 2002, 2011). Delno strukturirani intervjuji so zajemali 5 splošnih vprašanj in 15 predlog specifičnih vprašanj, ki se nanašajo na zaznave svetovalnih delavcev glede inkluzivne šolske kulture, politike in prakse. Analiza rezultatov empirične raziskave kaže, da zaznave socialne vključenosti učencev z AM v razrede osnovnih šol ne korelirajo statistično pomembno z zaznavami njihove akademske vključenosti, medtem ko zaznave čustvene vključenosti učencev z AM v razrede osnovnih šol zmerno korelirajo z zaznavami njihove akademske in socialne vključenosti. Ob tem velja izpostaviti tudi rezultate korelacijske analize dimenzij vključenosti učencev in sociodemografskih spremenljivk, ki je pokazala tri statistično značilne korelacije: akademska vključenost je v statistično značilni šibki pozitivni povezanosti s formalno izobrazbo starša, čustvena vključenost pa je v statistično značilni šibki negativni povezanosti s starostjo učenca in v statistično značilni šibki pozitivni povezanosti s stopnjo ruralnosti kraja bivanja družine učenca z AM. To pomeni, da učenci staršev z višjo stopnjo formalne izobrazbe dosegajo višjo akademsko vključenost kot učenci staršev z nižjo stopnjo formalne izobrazbe. Čustveno pa so bolje vključeni mlajši učenci in tisti učenci, ki bivajo v bolj urbanem okolju. Nadalje je analiza rezultatov pokazala, da inkluzivne kulture in politike osnovnih šol, v katere so vključeni učenci z AM, ne vplivajo pomembno na socialno, čustveno in akademsko vključenost učencev z AM v razrede teh osnovnih šol. Tudi inkluzivne prakse osnovnih šol, v katere so vključeni učenci z AM, ne vplivajo pomembno na njihovo socialno in čustveno vključenost, vplivajo pa na njihovo akademsko vključenost v razrede teh šol. Čeprav se Indeks inkluzivnosti faktorsko ni potrdil v smislu dimenzij inkluzivne kulture, inkluzivne politike in inkluzive prakse, je bilo možno iz postavk vprašalnika oblikovati tri druge statistično ustrezne in teoretsko smiselne dimenzije inkluzivnosti šol: Organiziranje podpore za raznolikost; Gradnjo skupnosti; ter Organizacijo poučevanja in učenja. Preučevanje odnosa med zaznavami inkluzivne šolske kulture, prakse in politike osnovnih šol, v katere so vključeni učenci z AM, pa je razkrilo obstoj zmernih pozitivnih statistično značilnih korelacij med inkluzivno šolsko kulturo in inkluzivno šolsko politiko ter med inkluzivno šolsko politiko in inkluzivno šolsko prakso. Med zaznavami inkluzivne šolske kulture in inkluzivne šolske prakse ni bilo ugotovljene statistično značilne korelacije. Na osnovi spoznanj smo na koncu doktorske disertacije oblikovali aplikativna priporočila za spodbujanje razvoja Indeksa inkluzivnosti v slovenskih osnovnih šolah. The fundamental purpose of the thesis was to study the impact of the inclusiveness of mainstream schools on the inclusion of students with ASD into their classes. We studied to what extent inclusive culture, policy and practice are created and established in primary schools with students with ASD. Also, to what extent the three dimensions of the Index for inclusion affect the social, academic and emotional inclusion of students with ASD into classes of these schools. We also researched correlations between perceptions of particular dimensions of school inclusiveness and perceptions of social, emotional and academic inclusion of students with ASD into their classes. 40 students with ASD, 40 parents, 120 teachers, 40 education counsellors and 40 school managers participated in the research. This was followed by qualitative research through semi-structured interviews with education counsellors. We used the Slovenian Translation of The Perception of Inclusion Questionnaire to obtain the assessments of students, teachers and parents regarding the perception of academic, social and emotional inclusion of students with ASD. We measured the degree of inclusive school culture, policy and practice with the version of the Index for Inclusion questionnaire. The semi-structured interviews contained five general questions and fifteen specific questions related to counsellors' perceptions of inclusive school culture, policy, and practice. The result analysis of the empirical research shows the perceptions of social inclusion of students with ASD in primary school classes do not correlate statistically significantly with perceptions of their academic inclusion. In contrast, perceptions of the emotional inclusion of students with ASD in primary school classes moderately correlate with perceptions of their academic and social inclusion. In this context, it is also worth highlighting the results of the correlation analysis of the dimensions of student inclusion and socio-demographic variables, which showed three statistically significant correlations: academic inclusion has a statistically significant weak positive correlation with the formal education of the parent. In contrast, emotional inclusion has a statistically significant weak negative correlation with the student's age and a statistically significant weak positive correlation with the level of rurality of the place of residence of the family of the student with ASD. Furthermore, the analysis of the results showed that the inclusive cultures and policies of primary schools that include students with ASD do not significantly impact the social, emotional and academic inclusion of students with ASD in the classrooms of these primary schools. The inclusive practices of primary schools in which students with ASD are included also do not significantly affect their social and emotional inclusion but do affect their academic inclusion in the classrooms of these schools. Although the Index for Inclusion was not factorially validated in terms of the dimensions of inclusive culture, inclusive policy and inclusive practice, it was possible to form three other statistically relevant and theoretically meaningful dimensions of school inclusiveness from the questionnaire points: Organizing support for diversity; Buiding Community; and Organising teaching and learning. However, the research on the relationship between perceptions of inclusive school culture, practice, and policy in primary schools with students with ASD revealed moderate positive statistically significant correlations between inclusive school culture and inclusive school policy and between inclusive school policy and practice. We did not find any statistically significant correlation between the perceptions of inclusive school culture and practice. Based on the findings, we formulated applied recommendations to promote the development of the Index for Inclusion in Slovenian primary schools. učenci z avtističnimi motnjami inkluzija akademska vključenost socialna vključenost čustvena vključenost inkluzivna kultura inkluzivna politika inkluzivna praksa students with autistic disorders inclusion academic inclusion social inclusion emotional inclusion inclusiveness inclusive culture inclusive policy inclusive practice true true false M. Petek Slovenski jezik Angleški jezik Doktorsko delo/naloga 2024-09-09 13:07:56 2025-04-04 08:35:03 2025-04-05 03:07:43 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XXIV, 559 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376-057.874:616.896(043.3) 231383299 DOK_Petek_Mateja_2025.pdf DOK_Petek_Mateja_2025.pdf 1 E920AFB8ACDD48CEA9E72FBD12687725 203648d5a45ccbe338d447a25ff1a4f3de8f1b91e6fbecefb1346c1957b1890d 7fc6b808-0965-11f0-853e-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=189638 Filozofska fakulteta 0 0 0