Nadarjeni v inkluzivni šoli

Zelenko, Urška

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Title:	Nadarjeni v inkluzivni šoli
Authors:	ID Zelenko, Urška (Author) ID Čagran, Branka (Mentor) More about this mentor...
Files:	MAG_Zelenko_Urska_2017.pdf (705,35 KB) MD5: D1BD418AFED79F53032E0D7136A4B084 PID: 20.500.12556/dkum/7dcc9195-3306-494f-a20d-509a778db01b
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	V teoretičnem delu zaključnega dela se osredotočamo na razčlenitev dveh pojmov: inkluzija in nadarjenost. Zanimajo nas pogoji za razvoj inkluzije v praksi, odkrivanje in identificiranje nadarjenih učencev, področja nadarjenosti, delo z njimi, njihove težave pri socialnem vključevanju in prilagoditve, ki jih nadarjeni učenci potrebujejo. Izpostavljamo 5 principov (intelektualna dostopnost šole, spoštovanje različnosti, možnost vertikalnega napredovanja, pomoč nadarjenih učencev učencem z učnimi težavami ter socialno in učno napredovanje), ki bi jih morale šole uresničevati, da bi postale inkluzivne za nadarjene učence. V empiričnem delu bomo raziskali, v kolikšni meri se inkluzija v osnovnih šolah uresničuje za nadarjene učence. Naš namen je raziskati, kako nadarjeni učenci ocenjujejo uresničevanje inkluzije v osnovnih šolah. Rezultati kažejo, da nadarjeni učenci potrjujejo pristnost uresničevanja inkluzije v osnovnih šolah, vendar se stopnja inkluzije razlikuje glede področja nadarjenosti in starosti oziroma razreda. Nekateri so deležni višje, drugi nižje stopnje inkluzije. Stopnja prisotnosti inkluzije pa ni odvisna od spola nadarjenih učencev.
Keywords:	inkluzija, inkluzivna šola, nadarjenost, socialno in učno napredovanje, intelektualna dostopnost šole
Place of publishing:	Maribor
Publisher:	[U. Zelenko]
Year of publishing:	2017
PID:	20.500.12556/DKUM-66567
UDC:	37.091.212.3(043.2)
COBISS.SI-ID:	23270920
NUK URN:	URN:SI:UM:DK:EPCGCJ9K
Publication date in DKUM:	16.08.2017
Views:	1221
Downloads:	317
Metadata:
Categories:	FF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	03.07.2017

Secondary language

Language:	English
Title:	The gifted in an inclusive school
Abstract:	In the theoretical part of the final thesis we focus on the analysis of two terms: inclusion and giftedness. We are interested in the conditions for the development of inclusion in practice, discovering and identifying gifted pupils, areas of giftedness, working with them, their problems with social inclusion and adaptations the gifted require. We set out 5 principles (intellectual availability of the school, respecting diversity, the possibility of vertical progress, the help of gifted pupils to pupils with learning difficulties and social and learning progress) the schools should realise in order to become inclusive for gifted pupils. In the empirical part we are going to research to what extent inclusion is realised in primary schools. Our aim is to analyse how gifted pupils evaluate realisation of inclusion in primary schools. The results show that gifted pupils confirm the authenticity of inclusion realisation in primary schools but the level of inclusion varies regarding the area of giftedness and the age or grade. Some receive higher level, others lower level of inclusion. The level of inclusion is not dependant on the gender of gifted pupils.
Keywords:	: inclusion, inclusive school, giftedness, social and learning progress, intellectual availability of the school.

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