20.500.12556/DKUM-92885 Učenci s posebnimi potrebami pri pouku zgodovine v osnovni šoli magistrsko delo Special needs students during history classes Učitelji se v osnovni šoli, tudi pri pouku zgodovine, srečujejo z različno skupino učencev, tudi z učenci s posebnimi potrebami. Delo načrtujejo tako, da lahko vsi učenci pri pouku napredujejo. Pričujoče magistrsko delo obravnava učence s posebnimi potrebami pri pouku zgodovine. Razdeljeno je na teoretični in empirični del, kar je omogočilo, da smo na koncu lahko potrdili ali zavrgli hipoteze. Učitelji zgodovine se pri pouku najpogosteje srečujejo z učenci, ki imajo bralno-napisovalne težave in s tujci. Ugotovili smo, da se učitelji zavedajo, da so za učence s posebnimi potrebami pri pouku potrebne prilagoditve, da pa kljub temu pri delu naletijo na težave. Izkazalo se je, da bi potrebovali dodatna vedenja, kako učencem s posebnimi potrebami prilagajati gradiva, teste, preverjanja znanja ter kako načrtovati pouk, da bodo vsi učenci čim bolj vključeni. Učitelji pri pouku uporabljajo ustrezen sedežni red, poskrbijo za fotokopije zapiskov, povečana besedila in razmike, napovedano ocenjevanje ipd., manj pa denimo možnost ustnega ocenjevanja namesto pisnega. Prav tako smo ugotovili, da se učitelji na omenjenem področju veliko samoizobražujejo ter da se zavedajo, da je timsko delo pri delu z učenci s posebnimi potrebami pomembno. In primary school, even in history lessons, teachers meet a diverse group of students, including students with special needs. They plan the work in such a way that all students can equally progress in the lessons. The current master's thesis deals with students with special needs in history lessons. It is divided into a theoretical and an empirical part, which allowed us to finally confirm or reject the hypotheses. During lessons, history teachers most often encounter students who have reading and writing problems and foreigners. We found that teachers are aware that adaptations are necessary for students with special needs in class, but they still encounter problems in their work. It turned out that they would need additional skills, how to adapt materials, tests, knowledge tests to students with special needs, and how to plan lessons to include them as much as possible. Teachers use an appropriate seating arrangement during classes, take care of photocopies of notes, enlarged texts and spacing, predicted assessment, etc., and less, for example, the possibility of oral assessment instead of written. We have also found that teachers in the mentioned field do a lot of self-education and are aware that teamwork is important when working with students with special needs primanjkljaj zgodovina prilagoditve osnovna šola deficit history accommodations primary schools true true false A. Rodinger Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-05-22 05:17:33 2025-07-08 14:18:55 2025-07-09 03:07:59 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XI, 100 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3:376(043.2) 241810435 MAG_Rodinger_Aljosa_2025.pdf MAG_Rodinger_Aljosa_2025.pdf 1 3C7CB5C326F68340539649F47763BF55 4e0688b0aa7dedbb85980575f1a7f02383739a4a61e6806978be6614c0db7254 a9c22c32-36bb-11f0-bd53-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=191171 Filozofska fakulteta 0 0 0