20.500.12556/DKUM-95820 Stališča staršev do inkluzije otrok s posebnimi potrebami v redne oddelke vrtca magistrsko delo Parental attitudes toward the inclusion of children with special needs in regular kindergarten classrooms Magistrsko delo obravnava stališča staršev do vključevanja otrok s posebnimi potrebami v redne oddelke vrtcev. Namen raziskave je bil ugotoviti, kako starši razumejo vključevanje otrok s posebnimi potrebami, kaj pri tem prepoznavajo kot podporo ali oviro ter ali njihove osebne izkušnje vplivajo na oblikovanje stališč. V raziskavi je sodelovalo 130 staršev otrok, vključenih v redne vrtčevske oddelke. Podatki so bili zbrani s pomočjo prilagojenega vprašalnika SPATI, ki je bil vsebinsko prilagojen slovenskemu predšolskemu kontekstu. Rezultati kažejo, da večina staršev podpira vključevanje, saj ga vidi kot priložnost za razvoj empatije, socialnih veščin in občutka pripadnosti pri vseh otrocih. Kljub splošni podpori inkluziji starši opozarjajo na pomanjkanje ustrezne strokovne podpore, kadrovsko podhranjenost ter sistemske pomanjkljivosti kot ključne ovire za njeno uspešno izvajanje. Statistična analiza je pokazala, da osebna izkušnja z otroki s posebnimi potrebami in izobrazba staršev nimata pomembnega vpliva na splošno podporo inkluziji, vplivata pa na poudarjanje potrebe po dodatnem izobraževanju strokovnega kadra. Ugotovitve raziskave prispevajo k boljšemu razumevanju vloge staršev pri uresničevanju inkluzivne predšolske vzgoje ter predstavljajo izhodišče za nadaljnji razvoj kakovostne in trajnostne prakse v vrtcih. This master's thesis explores parents' attitudes toward the inclusion of children with special needs in regular preschool groups. The aim of the research was to examine how parents understand inclusion, what they perceive as support or barriers in the process, and whether their personal experiences influence the formation of their attitudes. The study involved 130 parents of children enrolled in regular preschool programs. Data were collected using an adapted version of the SPATI questionnaire, which was modified to fit the Slovenian preschool context. The results indicate that most parents support inclusion, viewing it as an opportunity to foster empathy, social skills, and a sense of belonging among all children. Despite general support of inclusion, parents point out the lack of adequate professional support, staff shortages, and systemic shortcomings as key obstacles to effective implementation. Statistical analysis showed that personal experience with children with special needs and parents' level of education did not significantly influence overall support for inclusion but did affect the emphasis on the need for additional training of professional staff. The findings contribute to a better understanding of the role of parents in implementing inclusive preschool education and provide a foundation for the further development of high-quality and sustainable inclusive practices in early childhood settings. predšolska vzgoja inkluzija v vrtcu otroci s posebnimi potrebami stališča staršev preschool education inclusion in kindergarten children with special needs parental attitudes true true false V. Mlinarič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-10-26 19:30:42 2025-12-23 08:15:29 2025-12-24 03:19:35 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XII, 85 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 316.644:376-053.4(043.2) 262649091 MAG_Mlinaric_Viktorija_2025.pdf MAG_Mlinaric_Viktorija_2025.pdf 1 14C1B058CE0A686A6F01F22099CED199 b143703685ba5c7f2707127ebe034f7b2e0e12c9fb6b9c3ba1273f5313f28615 84d28ef7-b29a-11f0-8fbb-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=200197 Pedagoška fakulteta 0 0 0