20.500.12556/DKUM-98531 Socialno vključevanje predšolskega otroka z Aspergerjevim sindromom diplomsko delo Social inclusion of a preschool child with Asperger's syndrome Diplomsko delo obravnava socialno vključevanje predšolskega otroka z Aspergerjevim sindromom. V teoretičnem delu so predstavljeni pomen socialnega vključevanja v predšolskem obdobju, razvoj socialnih veščin, vloga družine in vrtca, koncepta integracije in inkluzije ter značilnosti Aspergerjevega sindroma. Poseben poudarek je namenjen metodam in strategijam, ki lahko otroku z Aspergerjevim sindromom pomagajo pri vključevanju med vrstnike. V empiričnem delu je bila izvedena kvalitativna raziskava, ki temelji na intervjujih z vzgojiteljico oddelka, vzgojiteljico za zgodnjo obravnavo, logopedinjo in starši dečka z Aspergerjevim sindromom, na opazovanju dečkove igre v parku in doma z najboljšim prijateljem, ter na pregledu dečkove zdravstvene in šolske dokumentacije. Ugotovitve kažejo, da se deček na vrstnike odziva in kaže željo po vključevanju, vendar pri spontanem socialnem stiku, razumevanju socialnih pravil, prilagajanju spremembam in vztrajanju v skupinski igri potrebuje dodatno podporo. Uspešnejše vključevanje je bilo opaženo v strukturiranih, predvidljivih in znanih okoliščinah, predvsem pri igri z najboljšim prijateljem. Pomembno vlogo imajo jasna navodila, vizualne opore, socialne zgodbe, individualizirano delo, upoštevanje otrokovih interesov ter sodelovanje med starši in strokovnimi delavci. The diploma thesis examines the social inclusion of a preschool child with Asperger syndrome. The theoretical part discusses the importance of social inclusion in the preschool period, the development of social skills, the role of the family and the nursery school, the concepts of integration and inclusion, and the features of Asperger syndrome. Particular emphasis is placed on methods and strategies that can help a child with Asperger syndrome integrate with their peers. The empirical part consisted of a qualitative study based on interviews with the preschool teacher, early intervention teacher, speech–language pathologist and parents of a boy with Asperger syndrome, observations of the boy playing in a park and at home with his best friend, and a review of the boy’s medical and school records. The findings indicate that the boy responds to his peers and shows a desire for interaction, but requires additional support in spontaneous social interactions, understanding social rules, adapting to changes and remaining engaged in group play. More successful integration was observed in structured, predictable and familiar circumstances, particularly when playing with his best friend. Clear instructions, visual aids, social stories, individualised support, consideration of the child's interests and cooperation between parents and professionals all play an important role. Aspergerjev sindrom predšolski otroci socialno vključevanje vrstniki vrtci Asperger syndrome preschool children social inclusion peers nursery schools true true false A. Potočnik Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-06-18 12:51:35 2026-08-06 12:45:15 2026-08-07 03:07:35 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (VIII, 69 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376:616.896-053.4(043.2) 287144963 VS_Potocnik_Ana_2026.pdf VS_Potocnik_Ana_2026.pdf 1 F1EE289F5DE35602DEE27169547BA946 b77988e1cb7f5a471879fae82931ce7a42042c84347d91927ff4f1c9997907ce 955f1dc1-6b04-11f1-a4bc-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=207315 Pedagoška fakulteta 0 0 0