20.500.12556/DKUM-93075 Razredniki in vključevanje marginaliziranih skupin učencev v oddelčno skupnost Class teachers and inclusion of marginalized groups of pupils in the class V prvem delu prispevka smo predstavili značilnosti marginaliziranih skupin učencev in vlogo razrednika pri vključevanju le-teh v oddelčno skupnost. V empiričnem delu so predstavljeni rezultati raziskave, v kateri je sodelovalo 381 razrednikov iz slovenskih osnovnih šol. V raziskavi smo ugotavljali, ali obstajajo statistično značilne razlike v lastni oceni usposobljenosti za delo z marginaliziranimi skupinami učencev, obsegu med izobraževanjem pridobljenega znanja o integraciji marginaliziranih učencev, obsegu izkuenj o vključevanju marginaliziranih skupin učencev in obsegu dodatnega dela pri vključevanju teh skupin učencev v oddelčno skupnost glede na delovno dobo, velikost kraja in stopnjo poučevanja razrednikov. Raziskali smo težavnost vključitve posameznih marginaliziranih skupin v oddelčno skupnost in ugotavljali mnenja razrednikov o uspešnosti strategij za integracijo teh skupin učencev v pouk. In the first part of the article, we present the characteristics of marginalized groups of pupils and the role of the class teacher in integrating them into the class. The experimental part reports the results of the study, which included 381 class teachers from Slovenian elementary schools. Through this research, we sought to establish whether the statistics show characteristic differences in selfassessment of the qualification for working with marginalized groups of pupils; differences in the quantity of knowledge about integration of marginalized groups gained through education; differences in the quantity of experience in integrating marginalized groups of pupils; and differences in the quantity of additional work with integration of marginalized groups of pupils into the classroom, based on years of service, town size and educational level of the class teachers.We researched the difficulty of including various marginalized groups into classes. We also tried to find out the opinions of class teachers on the success of integration strategies for these groups of pupils in the classroom. učenci s posebnimi potrebami marginalizirane skupine socialno vključevanje integracija razredniki oddelčna skupnost osnovne šole marginalized groups social integration class teacher class true false true Univerzitetna založba Univerze v Mariboru Slovenski jezik Angleški jezik Znanstveno delo 2025-06-04 12:09:17 2025-06-04 12:17:16 2025-06-05 03:42:03 0000-00-00 00:00:00 2018 0 0 Str. 233-250 št. 3 Letn. 11 sep. 2018 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 2018-08-17 2018-09-28 376:373.3 24275976 10.18690/rei.11.3.215 -232.2018 1855-4431 Smole_2018_Razredniki_in_vkljucevanje_marginaliziranih.pdf Smole_2018_Razredniki_in_vkljucevanje_marginaliziranih.pdf 1 80E5E89ED18177015BC2B49E04BA8B9D 19f03c8e7dbc3a9edf599e24ee394ac2d8dc906fa1cc69819452fc2866d2b638 eecf7d21-412c-11f0-84a3-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=191746 https://journals.um.si/index.php/education/article/view/169 0 fe85d01d-412c-11f0-84a3-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=191747 Univerzitetna založba Univerze v Mariboru Pedagoška fakulteta Revija za elementarno izobraževanje 0 0 0