20.500.12556/DKUM-94224 Vloga inkluzivnih pedagogov pri spodbujanju duševnega zdravja otrok s posebnimi potrebami na osnovnih šolah magistrsko delo The role of inclusive educators in supporting the mental health of children with special needs in primary schools V magistrskem delu smo raziskovali vlogo inkluzivnih pedagogov pri spodbujanju duševnega zdravja otrok s posebnimi potrebami v osnovnih šolah. V teoretičnem delu smo predstavili temeljne pojme s področja inkluzivnega izobraževanja, značilnosti otrok s posebnimi potrebami ter dejavnike, ki vplivajo na njihovo duševno zdravje. Osredotočili smo se tudi na pristope, strategije in tehnike, ki jih inkluzivni pedagogi uporabljajo pri delu, ter na pomen sodelovanja s strokovnjaki in družinami. V empiričnem delu smo uporabili kvalitativno raziskovalno metodologijo in metodo pol strukturiranih intervjujev, ki smo jih izvedli s 17 inkluzivnimi pedagoginjami iz različnih regij Slovenije. Ugotovitve kažejo, da pedagoginje svojo vlogo razumejo predvsem kot čustveno, podporno in povezovalno, saj si prizadevajo ustvarjati varno, spodbudno in vključujoče okolje za otroke. Izpostavile so pomen individualiziranih pristopov, strukturiranega okolja ter sodelovanja z drugimi deležniki. Rezultati nakazujejo, da je vloga inkluzivnih pedagogov ključna pri podpori duševnemu zdravju otrok s posebnimi potrebami, a še vedno pogosto spregledana, zato bi bilo smiselno okrepiti sistemsko podporo in prepoznavnost njihovega dela. This master's thesis explores the role of inclusive educators in promoting the mental health of children with special needs in primary schools. The theoretical part presents key concepts related to inclusive education, the characteristics of children with special needs, and the factors influencing their mental health. It also focuses on the approaches, strategies, and techniques used by inclusive educators, as well as the importance of collaboration with professionals and families. The empirical part is based on a qualitative research methodology, specifically semi-structured interviews, conducted with 17 inclusive educators from various Slovenian regions. The findings show that the educators perceive their role primarily as emotional, supportive, and connecting, as they strive to create a safe, encouraging, and inclusive environment for children. They highlighted the importance of individualized approaches, a structured environment, and collaboration with other stakeholders. The results suggest that the role of inclusive educators is crucial in supporting the mental health of children with special needs, but it is still often overlooked. Therefore, it would be advisable to strengthen systemic support and recognition of their work. inkluzivni pedagogi otroci s posebnimi potrebami duševno zdravje osnovna šola sodelovanje inclusive educators children with special needs mental health primary school collaboration true true false M. Košenina Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-08-09 17:12:10 2025-09-19 10:37:35 2025-09-20 03:16:23 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 53 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 249596163 MAG_Kosenina_Maja_2025.pdf MAG_Kosenina_Maja_2025.pdf 1 6B9BDFE27C0BCE67FF7D8AD4FE2CCE32 849253c4bec308742013df6a55c60be205f7b8f3afae6bd0eeab4f5affc31d7e 371a5a80-7535-11f0-870c-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=194986 Pedagoška fakulteta 0 0 0