20.500.12556/DKUM-96106 Otroci s primanjkljaji na posameznih področjih učenja in njihova socialna vključenost v razredno skupnost magistrsko delo Children with specific learning disabilities and their social integration in class Socialna vključenost otrok s primanjkljaji na posameznih področjih učenja predstavlja pomemben izziv, saj ti otroci pogosto težje navezujejo stike in sodelujejo v skupinskih dejavnostih. Namen raziskave je bil preučiti stopnjo njihove socialne vključenosti v razredno skupnost ter ugotoviti, kako učitelji in svetovalni delavci zaznavajo ter spodbujajo njihovo vključevanje. V teoretičnem delu smo opredelili otroke s primanjkljaji na posameznih področjih učenja, dejavnike, ki vplivajo na njihovo socialno vključenost v razredno skupnost, ter razliko med splošnimi in specifičnimi učnimi težavami. Podrobneje smo opisali disleksijo, disgrafijo, diskalkulijo in dispraksijo ter predstavili vlogo svetovalnih delavcev in učiteljev pri spodbujanju socialne vključenosti v razredno skupnost. V empiričnem delu smo ugotovili, da imajo strokovni delavci ustrezno znanje za prepoznavanje otrok in oblikovanje prilagoditev, vendar si želijo več usposabljanj na področju socialne vključenosti. Otroci so večinoma vključeni v razredno skupnost, a se pojavljajo ovire, kot so negativna pričakovanja vrstnikov, pomanjkanje socialnih veščin in nesodelovanje staršev. Kot najučinkovitejše strategije in metode strokovni delavci navajajo individualizacijo in diferenciacijo ter sodelovalne metode. The social inclusion of children with specific learning disabilities represents an important challenge, as these children often find it more difficult to establish relationships and participate in group activities. The purpose of the research was to examine the level of their social inclusion within the classroom and to determine how teachers and school counsellors perceive and promote their inclusion. In the theoretical part, we defined children with specific learning disabilities, identified factors influencing their social inclusion in the classroom and explained the difference between general and specific learning disabilities. We provided a more detailed description of dyslexia, dysgraphia, dyscalculia and dyspraxia and highlighted the role teachers and school counsellors in promoting social inclusion within the classroom. In the empirical part, we found that educational professionals have sufficient knowledge to identify children and to design appropriate adaptations, although they express a need for further training in the area of social inclusion. Children are generally included in the classroom, however, certain barriers remain, such as negative peer expectations, insufficient social skills and lack of parental cooperation. Professionals as the most effective approaches cite individualization, differentiation and cooperative learning methods. primanjkljaji na posameznih področjih učenja posebne potrebe razredna skupnost socialna vključenost inkluzija specific learning disabilities special needs classroom social integration inclusion true true false L. Vučina Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-12-02 08:25:17 2025-12-19 08:37:57 2025-12-20 03:19:21 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XIII, 96 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376-057.874-056.36(043.2) 262210051 MAG_Vucina_Laura_2025.pdf MAG_Vucina_Laura_2025.pdf 1 CAD36B8AA6F3DF79AB8C28AB367317A3 27bd65d1b3cee5c494903e268e8df7f53ed1aeb3558ba1e4b7f9d69d939ef301 91ba3e87-cf50-11f0-9f24-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=201031 Filozofska fakulteta 0 0 0