20.500.12556/DKUM-94361 Izzivi strokovnih delavcev pri delu z dijaki s posebnimi potrebami magistrsko delo Challenges faced by practitioners in working with students with special educational needs Področje dijakov s posebnimi potrebami v srednješolskem izobraževanju v Sloveniji ostaja slabo raziskano, saj se strokovna obravnava večinoma osredotoča na zgodnjo obravnavo ter osnovnošolsko izobraževanje. Posledično so prilagoditve v srednjih šolah pogosto neposredno prenesene iz osnovne šole, čeprav novo okolje zahteva drugačne pristope. Namen raziskave je bil preučiti, kako srednje šole prilagajajo okolje dijakom s posebnimi potrebami in s kakšnimi izzivi se pri tem soočajo strokovni delavci. V teoretičnem delu so predstavljeni zakonski okvir, pomen inkluzije, individualizirani programi in potreba po strokovni podpori. V empiričnem delu smo ugotovili, da se dijaki vključujejo v različne programe glede na vrsto in stopnjo motnje, prilagoditve pa so najpogosteje podaljšan čas, prilagojena gradiva in prostorske spremembe. Glavne težave, ki jih navajajo strokovni delavci, so dodatna obremenitev, pomanjkanje časa in strokovne usposobljenosti. Rezultati potrjujejo potrebo po celostnem, individualiziranem pristopu, ter večji podpori strokovnim delavcem za uspešno vključevanje dijakov s posebnimi potrebami v srednješolski prostor. The topic of students with special needs in secondary education in Slovenia remains insufficiently researched, as professional focus is primarily directed toward early intervention and primary education. As a result, adaptations in secondary schools are often directly transferred from primary schools, even though the new environment requires different approaches. The purpose of the study was to examine how secondary schools adapt the environment to students with special needs and what challenges professional teaching staff face in doing so. The theoretical part presents the legal framework, the importance of inclusion, individualized programs, and the need for professional support. In the empirical part, it was determined that students participate in various programs depending on the type and degree of their disability, with the most common accommodations being extended time, adapted materials, and spatial modifications. The main problems listed by professional teaching staff are additional workload, lack of time, and lack of professional training. The results highlight the need for a comprehensive, individualized approach and greater support for educators to successfully include students with special needs in secondary education. dijaki s posebnimi potrebami srednješolsko izobraževanje prilagoditve individualiziran program strokovni delavci students with special needs secondary education adaptations individualized program professional teaching staff true true false M. Berlič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-08-14 09:18:10 2025-09-19 09:03:28 2025-09-20 03:16:24 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XII, 72 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376-057.87(043.2) 249554179 MAG_Berlic_Meta_2025.pdf MAG_Berlic_Meta_2025.pdf 1 7C1E8F862065EBE790BDCB090B4DB84B a539b62a155bc37e3a050ef9179455d8a21849c62367ff9f1a61f23ae10c4a9e 1948aed6-7909-11f0-a99e-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=195342 Filozofska fakulteta 0 0 0