20.500.12556/DKUM-96530 Skladnost mnenj učiteljev razrednikov in otrok s posebnimi potrebami glede njihovega sprejetja v razred magistrsko delo The consistency of opinions between class teachers and children with special needs regarding their acceptance in the classroom Magistrsko delo obravnava skladnost med zaznavami učiteljev razrednikov in občutki otrok s posebnimi potrebami glede njihove socialne sprejetosti v razredu. Slovenska zakonodaja jasno opredeljuje pravice otrok s posebnimi potrebami in njihove potrebe v šolskem okolju, kljub temu pa mnoge raziskave opozarjajo, da samo formalna vključenost otrok s posebnimi potrebami ni zadostna za dejansko socialno integracijo. Usklajevanje percepcij med razredniki in otroci s posebnimi potrebami je ključno za zagotavljanje uspešne inkluzije, saj razlike v zaznavanju lahko pomembno vplivajo na učinkovitost inkluzivnih praks v razredu. Empirični del temelji na kvantitativno-deskriptivnem pristopu, ki je bil izveden na priložnostnem vzorcu desetih otrok s posebnimi potrebami in njihovih desetih razrednikov iz dveh osnovnih šol v Prekmurju. Rezultati kažejo, da tako otroci s posebnimi potrebami kot razredniki socialno sprejetost ocenjujejo pozitivno. Statistične analize ne kažejo pomembnih razlik med skupinama, kar pomeni visoko stopnjo ujemanja zaznav. Ugotovitve potrjujejo, da razredniki dokaj natančno zaznavajo socialni položaj otrok s posebnimi potrebami v razredu, kar je skladno z raziskavami, ki poudarjajo pomen učiteljeve občutljivosti za razredno dinamiko in odnose. Delo ponuja vpogled v kakovost inkluzivne prakse ter izpostavlja, da je za dolgoročno uspešnost nujno sistematično spremljanje socialne klime, krepitev strokovne usposobljenosti učiteljev ter več priložnosti, da otroci s posebnimi potrebami izrazijo lastno izkušnjo v razredu. Master thesis examines the consistency between the perceptions of class teachers and the feelings of children with special needs regarding their social acceptance in the classroom. Slovenian legislation clearly defines the rights of children with special needs and their needs in the school environment, yet many studies point out that the formal inclusion of children with special needs is not sufficient for effective social integration. Aligning perceptions between teachers and children with special needs is key to ensuring successful inclusion, as differences in perception can significantly affect the effectiveness of inclusive practices in the classroom. The empirical part is based on a quantitative-descriptive approach, which was carried out on a random sample of ten children with special needs and their ten class teachers from two primary schools in Prekmurje. The results show that both children with special needs and class teachers assess social acceptance positively. Statistical analyses do not show significant differences between the groups, which means a high degree of consistency in perceptions. The findings confirm that class teachers perceive the social position of children with special needs in the classroom quite accurately, which is consistent with research emphasizing the importance of teachers' sensitivity to classroom dynamics and relationships. Thesis offers insight into the quality of inclusive practice and highlights that long-term success requires systematic monitoring of the social climate, strengthening the professional competence of teachers, and more opportunities for children with special needs to express their own experiences in the classroom. učenci s posebnimi potrebami razredniki inkluzija socialna sprejetost medvrstniški odnosi osnovna šola students with special needs class teacher inclusion social acceptance peer relationships elementary school true true false I. Kramar Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-01-16 20:20:28 2026-03-03 08:49:26 2026-03-04 03:14:22 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 88 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 270199299 MAG_Kramar_Iva_2026.pdf MAG_Kramar_Iva_2026.pdf 1 D25C86A9F2043420503E967C33F6A531 91d866bae1731abbf2eb3900ab72b1d2dac5349cb76b7f5762ba7d633b22f599 7644210d-0e5d-11f1-86bb-00155d580e1a https://dk.um.si/Dokument.php?lang=slv&id=203606 Pedagoška fakulteta 0 0 0