Učne težave in izvajanje petstopenjskega načrta pomoči v osnovnih šolah : magistrsko delo

Jug, Zala

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Title:	Učne težave in izvajanje petstopenjskega načrta pomoči v osnovnih šolah : magistrsko delo
Authors:	ID Jug, Zala (Author) ID Kozmus, Andreja (Mentor) More about this mentor...
Files:	MAG_Jug_Zala_2025.pdf (1,48 MB) MD5: FF0C01F5D2940387806F23949DED02B1
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Magistrsko delo z naslovom Učne težave in izvajanje petstopenjskega načrta pomoči v osnovnih šolah sestavljata teoretični in empirični del. V teoretičnem delu smo osvetlili zgodovinski razvoj inkluzije ter njen pomen v sodobnem šolstvu, pri čemer smo se osredotočili na prednosti inkluzivnega pristopa in vlogo učitelja kot osrednjega dejavnika v procesu vključevanja. Analizirali smo, kaj so učne težave, dejavnike njihovega nastanka, vlogo okolja, razredne klime, staršev, svetovalne službe ter pomen krepitve močnih področij učencev. Posebno pozornost smo namenili učnim težavam na področjih branja, pisanja, pravopisa in računanja ter predstavili načine in strategije učne pomoči. Podrobno smo opisali petstopenjski model pomoči za učence z učnimi težavami, ki ga šole uporabljajo za strukturirano obravnavo teh težav. Magistrsko delo se osredotoča na učence, s katerimi delamo v okviru izvirnega delovnega projekta pomoči. To so učenci s splošnimi učnimi težavami ter lažjimi in zmernimi specifičnimi učnimi težavami, pri katerih primanjkljaji niso tako izraziti, da bi pridobili uradno odločbo. V empiričnem delu smo raziskali izkušnje učiteljev pri delu z učenci z učnimi težavami. Analizirali smo, kako učitelji sodelujejo s šolsko svetovalno službo, starši in učenci ter njihovo zaznavanje učinkovitosti petstopenjskega modela pomoči. Ugotovili smo, da obstajajo razlike v pristopih med razrednimi in predmetnimi učitelji, a splošno mnenje je, da model učinkovito podpira učence pri premagovanju učnih težav.
Keywords:	inkluzija, petstopenjski model pomoči, učne težave
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	Z. Jug
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (XV, 89 str.))
PID:	20.500.12556/DKUM-92447
UDC:	373.3(043.2)
COBISS.SI-ID:	236542467
Publication date in DKUM:	20.05.2025
Views:	325
Downloads:	144
Metadata:
Categories:	FF
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Licences

License:	CC BY 4.0, Creative Commons Attribution 4.0 International

Link:	http://creativecommons.org/licenses/by/4.0/
Description:	This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:	09.04.2025

Secondary language

Language:	English
Title:	Learning difficulties and the implementation of the five-step support plan in primary schools
Abstract:	The master's thesis titled Learning Difficulties and the Implementation of the Five-Step Assistance Plan in Primary Schools consists of theoretical and empirical parts. In the theoretical part, we highlighted the historical development of inclusion and its importance in modern education, focusing on the advantages of the inclusive approach and the teacher's role as a central figure in the inclusion process. We analyzed learning difficulties, their contributing factors, and the role of the environment, classroom climate, parents, and counseling services, as well as the importance of strengthening students' strong areas. Special attention was given to learning difficulties in reading, writing, spelling and arithmetic, along with methods and strategies of educational support. We provided a detailed description of the five-step assistance model for students with learning difficulties, which schools use to provide structured interventions. The master's thesis focuses on students who receive support within the framework of the Izvirni delovni projekt pomoči, a support framework for students with learning difficulties in Slovenia. These are students with general learning difficulties as well as mild to moderate specific learning difficulties, whose deficits are not severe enough to qualify for an official decision. In the empirical part, we explored teachers' experiences working with students with learning difficulties. The research was conducted using a questionnaire, and the data were analyzed using Microsoft Excel. The results were interpreted in line with the research questions. We analyzed teachers' collaboration with school counseling services, parents, and students, as well as their perceptions of the effectiveness of the five-step assistance model. The findings revealed differences in approaches between class and subject teachers, but the general opinion is that the model effectively supports students in overcoming learning difficulties.
Keywords:	inclusion, support model, learning difficulties

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