20.500.12556/DKUM-98659 Inkluzivna šola za učence z ADHD magistrsko delo Inclusive Primary School for Pupils with ADHD Magistrsko delo obravnava inkluzijo učencev z ADHD v slovenskem osnovnošolskem prostoru. Namen raziskave je bil ugotoviti, kako učitelji, starši in strokovni delavci doživljajo proces vključevanja učencev z ADHD ter s kakšnimi izzivi se pri tem soočajo v praksi. Raziskava temelji na kvalitativnem pristopu; podatki so bili zbrani s polstrukturiranimi intervjuji, v katere so bili vključeni učitelji, strokovni delavci in starši. Rezultati raziskave kažejo, da uspešnost inkluzije ni odvisna zgolj od formalnih prilagoditev, temveč predvsem od razumevanja ADHD, kompetenc učiteljev, kakovosti sodelovanja med šolo in starši ter ustreznega učnega okolja. Udeleženci opozarjajo na izrazite razlike med praksami posameznih šol ter na številne sistemske omejitve, kot so pomanjkanje kadrovskih virov, obsežen učni načrt in razkorak med teorijo in prakso. Na podlagi ugotovitev so bila oblikovana praktična priporočila za učitelje, starše in strokovne delavce, ki lahko prispevajo k izboljšanju inkluzivne prakse. Delo poudarja, da inkluzija učencev z ADHD ni odvisna le od formalnih okvirov, temveč predvsem od odnosa, znanja in sodelovanja vseh vključenih. The master's thesis examines the inclusion of students with ADHD in the Slovenian primary school system. The study aimed to explore how teachers, parents, and school professionals experience the inclusion of students with ADHD and to identify the challenges they encounter in practice. A qualitative research approach was employed, with data collected through semi-structured interviews conducted with teachers, school professionals, and parents. The findings indicate that successful inclusion depends not only on formal accommodations but also on an understanding of ADHD, teachers' competencies, effective collaboration between schools and parents, and a supportive learning environment. Participants also highlighted considerable differences in inclusive practices across schools, as well as numerous systemic challenges, including insufficient human resources, an overloaded curriculum, and a gap between theory and practice. Based on the findings, practical recommendations were developed for teachers, parents, and school professionals to support and improve inclusive practice. The thesis concludes that successful inclusion of students with ADHD depends not only on formal frameworks but primarily on the attitudes, knowledge, and collaboration of all stakeholders. ADHD inkluzija osnovnošolsko izobraževanje pedagoške strategije sodelovanje ADHD inclusion primary education pedagogical strategies collaboration true true false M. Poš Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-29 16:09:48 2026-09-21 13:26:37 2026-09-22 03:08:06 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (VIII, 58 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376-616.89-008.47(043.2) 291840003 MAG_Pos_Mateja_2026.pdf MAG_Pos_Mateja_2026.pdf 1 39E73C90C02C461AC43AC806C47CA25A 7d9c0317d5490105a59a84e6efd583b9859ddba70179eb7320aa96ff2ae65e1f 83b0472c-73d1-11f1-a1c0-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=207693 Pedagoška fakulteta 0 0 0