20.500.12556/DKUM-94502 Prepoznavanje, izzivi in podpora dvojno izjemnim učencem v inkluzivnem izobraževanju magistrsko delo Identification, challenges, and support of twice-exceptional students in inclusive education Magistrsko delo obravnava prepoznavanje, ovire in podporo dvojno izjemnim učencem v osnovni šoli. Ti učenci izkazujejo hkrati nadpovprečne sposobnosti in primanjkljaje ali motnje, kar pogosto otežuje njihovo identifikacijo in ustrezno obravnavo. V teoretičnem delu magistrskega dela je predstavljen termin dvojno izjemni učenci in kako jih prepoznati, kakšne so njihove značilnosti ter način dela z njimi. V okviru termina dvojna izjemnost so opisane in predstavljene posebne potrebe in nadarjenost. V empiričnem delu je bila uporabljena kvantitativna raziskovalna metoda s spletnim anketnim vprašalnikom, ki ga je izpolnilo 115 strokovnih delavcev različnih profilov, in sicer učitelji razrednega in predmetnega pouka, specialni in inkluzivni pedagogi, svetovalni delavci idr. Podatki so bili analizirani s pomočjo deskriptivne in inferenčne statistike. Rezultati kažejo, da kot najpogostejše ovire navajajo pomanjkanje znanja, diagnostičnih orodij in sistemske podpore. Strokovni delavci, ki izvajajo svetovanje, dodatno strokovno pomoč ali imajo specialno/psihološko izobrazbo, pogosteje zaznavajo dvojno izjemne učence in višje ocenjujejo svojo poklicanost za delo z njimi. V praksi uporabljajo pristope za delo z dvojno izjemnimi učenci, kot so sodelovanje s svetovalno službo, IP, diferenciacija pouka in osredotočanje na močna področja učencev. Večina strokovnih delavcev izraža visoko potrebo po dodatnem izobraževanju, predvsem o prepoznavanju, diferenciaciji in individualizaciji. Raziskava potrjuje pomen sistemske podpore in strokovnega usposabljanja za učinkovitejše delo z dvojno izjemnimi učenci. The master's thesis addresses the recognition, challenges, and support of twice-exceptional students in primary school. These students simultaneously exhibit above-average abilities and learning difficulties or disorders, which often complicates their identification and appropriate support. In the theoretical part of the master’s thesis, we presented the term twice-exceptional students, how to identify them, their characteristics, and approaches to working with them. Within the framework of twice-exceptionality, we also described and discussed giftedness and special educational needs. In the empirical part, a quantitative research method was used with an online questionnaire, completed by 115 educational professionals of various profiles (class and subject teachers, special and inclusive educators, school counsellors, etc.). The data was analysed using descriptive and inferential statistics. The results show that the most cited obstacles include a lack of knowledge, diagnostic tools, and systemic support. Educational professionals who provide counselling, additional professional support, or have special/psychological education more frequently recognize twice-exceptional students and rate their own professional calling to work with them more highly. In practice educational professionals use approaches such as collaboration with school counselling services, individualized programs, differentiated instructions, and focusing on students strengths. The majority of educational professionals express a strong need for further education, especially in the areas of identification, differentiation, and individualization. The study confirms the importance of systemic support and professional training for more effective work with twice-exceptional students. dvojna izjemnost inkluzivno izobraževanje strokovni delavci pedagoški pristopi twice-exceptionality inclusive education educational professionals pedagogical approaches true true false T. Rudolf Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-08-19 18:31:27 2025-10-01 09:48:28 2025-10-02 03:19:50 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XI, 88 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 251217923 MAG_Rudolf_Tamara_2025.pdf MAG_Rudolf_Tamara_2025.pdf 1 8CCF9F1479D0D99DC0FDEE225DB03AD1 5357bd019e2e117feb3120a150ddc49e02d06e3be22af1da642bfe269798db8e b53ad6f6-87e2-11f0-96a7-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=197311 Pedagoška fakulteta 0 0 0