20.500.12556/DKUM-97969 Študija primera delovanja učenca z vedenjskimi motnjami v osnovni šoli magistrsko delo A case study of a school functioning of primary school child with behavioral disorders Število učencev s čustvenimi in vedenjskimi motnjami v rednih osnovnih šolah narašča, kar za učitelje predstavlja uporabo vedno zahtevnejših pedagoških pristopov. V magistrskem delu predstavimo učenca z vedenjskimi motnjami, njegovo funkcioniranje v programu redne osnovne šole s prilagojenim izvajanjem in dodatno strokovno pomočjo, komunikacijske sposobnosti in morebitne stiske. Z raziskavo smo želeli ugotoviti, kako učiteljice ocenjujejo učenčevo funkcioniranje, katere metode in oblike dela najpogosteje uporabljajo pri delu z njim ter kako poteka medsebojno sodelovanje strokovnih delavcev in sodelovanje med šolo in starši pri zagotavljanju ustrezne podpore učencu. V teoretičnem delu naloge smo predstavili inkluzijo v šolah, otroke s posebnimi potrebami, značilnosti in potrebe učencev s čustvenimi in vedenjskimi motnjami s poudarkom na pedagoških pristopih, prilagoditvah in vlogi dodatne strokovne pomoči. V empiričnem delu smo obravnavali konkretnega učenca z vedenjskimi motnjami, vključenega v program s prilagojenim izvajanjem in dodatno strokovno pomočjo v redni osnovni šoli. Rezultati študije primera so pokazali izrazit razkorak med učenčevim visokim kognitivnim potencialom in njegovim vedenjem, čustvovanjem in težavami v socialni integraciji. Učenec sodeluje ob jasni strukturi, individualnem pristopu, občutku varnosti in predvidljivosti okolja. V manj strukturiranem okolju, kjer je več motečih dejavnikov in stresno okolje, se pojavljajo neustrezno vedenje in nezreli odzivi učenca. Number of students with emotional and behavioral disorders in primary schools is increasing, which requires teachers to use more and more complex pedagogical approaches. In the thesis a student with behavioral disorders is presented, as well as his functioning in a regular primary school programme with adapted instruction and additional professional assistance, his communication skills and possible distress. With this research we wanted to find out how teachers assess the student's functioning, which methods they use most frequently, as well as how the education professionals collaborate and how the school collaborates with parents in providing the student the right support. The theoretical part of the thesis describes inclusion in schools, children with special needs, the characteristics and needs of students with emotional and behavioral disorders with emphasis being given on pedagogical approaches, accommodations and the role of additional professional assistance. The empirical part discusses the student with behavioral disorder who is placed into a regular primary school educational programme with adapted implementation and additional professional assistance. The results of this study case have shown a distinct gap between the student's high intellectual potential and his behaviour, emotional response and difficulties in social integration. The student is cooperative when given clear structure, individual approach, a sense of safety and predictable environment. When placed in a less structured environment with more distractions and stress, his behaviour becomes inappropriate and his reactions immature.  vedenjske motnje inkluzija dodatna strokovna pomoč socialne veščine sodelovanje s starši behavioral disorders inclusion additional professional assistance social skills school-parent collaboration true true false I. Dobovšek Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-05-05 13:59:09 2026-06-12 09:41:04 2026-06-13 03:07:24 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (X, 108 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 281406211 MAG_Dobovsek_Irena_2026.pdf MAG_Dobovsek_Irena_2026.pdf 1 FF434DF48A533A588B013671DECB1B8D 883d7e4e04e17c248d586f1f245ee3977bedc44740714c6fdea8f1e61c76ff87 ecb18035-487b-11f1-8e35-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205786 Pedagoška fakulteta 0 0 0