20.500.12556/DKUM-96995 Vloga učiteljev pri prepoznavanju in delu z učenci s čustveno-vedenjskimi težavami v programu nižjega izobrazbenega standarda magistrsko delo The role of teachers in identifying and working with students with emotional and behavioural difficulties in the lower education standard program V magistrskem delu smo preučevali vlogo učiteljev pri prepoznavanju in delu z učenci s čustveno-vedenjskimi težavami (ČVT) v programu nižjega izobrazbenega standarda (NIS). Zanimalo nas je, kako učitelji razumejo ČVT, katere prilagoditve uporabljajo pri pouku ter kako doživljajo svojo strokovno vlogo in podporo sistema. V empiričnem delu smo uporabili kvalitativno metodologijo. Podatke smo zbrali s strukturiranimi intervjuji z učitelji v programu NIS ter jih obdelali s tematsko analizo. Ugotovili smo, da učitelji ČVT prepoznavajo na podlagi kombinacije čustvenih, vedenjskih in socialnih kazalnikov ter upoštevajo trajanje in ponavljanje težav. Pri delu poudarjajo jasne razredne strukture, predvidljivost, vizualne opore, drobljenje nalog in prilagoditve pri preverjanju znanja. Ključnega pomena se jim zdi varen in zaupen odnos z učencem. Ugotovili smo tudi, da učitelji svojo vlogo razumejo kot široko in odgovorno ter visoko vrednotijo timsko delo in sodelovanje s svetovalno službo, starši in zunanjimi institucijami. Delo v programu NIS doživljajo kot strokovno zahtevno in čustveno obremenjujoče, vendar zelo smiselno. Izražajo potrebo po kontinuiranih, praktično naravnanih oblikah strokovnega usposabljanja in po večji sistemski podpori. Na podlagi ugotovitev sklepamo, da je vloga učiteljev pri delu z učenci s ČVT v programu NIS izrazito relacijska, refleksivna in strokovno kompleksna ter predstavlja pomemben dejavnik uspešne inkluzivne prakse. This master's thesis explores the role of teachers in identifying and working with students with emotional and behavioural difficulties (EBD) in the lower educational standard (NIS) programme. We examined how teachers understand EBD, which classroom adaptations they use, and how they experience their professional role and systemic support. A qualitative design was used. Data were collected through structured interviews with teachers in the NIS programme and analysed using thematic analysis. The findings show that teachers identify EBD through emotional, behavioural and social indicators, while also considering the duration and repetition of difficulties. They use clear classroom structures, predictable routines, visual supports, task-scaffolding and flexible assessment, and place strong emphasis on a safe and trusting teacher–student relationship. In responding to EBD, teachers usually avoid punitive approaches and instead promote the gradual development of self-regulation. Teachers perceive their role as broad and responsible and value teamwork with colleagues, parents and external professionals. Although they experience their work as demanding and emotionally challenging, they also find it highly meaningful and express a clear need for continuous, practice-oriented professional development. We conclude that the teacher's role in working with students with EBD in the NIS programme is highly relational, reflective and professionally complex, and represents an essential element of inclusive educational practice.   čustveno-vedenjske težave učitelji program nižjega izobrazbenega standarda prepoznavanje intervjuji emotional and behavioural difficulties teachers lower educational standard program identification interviews true true false M. Strelec Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-02-10 22:01:58 2026-06-16 09:00:22 2026-06-17 03:07:56 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XII, 101 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 281734147 MAG_Strelec_Melanie_2026.pdf MAG_Strelec_Melanie_2026.pdf 1 4BCE561F356CF220CEDB4383D6F64CB9 87b02ed8c6505106b86309f56e3129fdc0d88ca043611d66973945d49d6ee2b6 f6b423f7-06c3-11f1-b41d-00155d00019a https://dk.um.si/Dokument.php?lang=slv&id=203189 Pedagoška fakulteta 0 0 0