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Title:Vpliv učiteljevega odnosa do otroka s posebnimi potrebami na odnose med sošolci in otrokom s posebnimi potrebami v razredu redne osnovne šole : magistrsko delo
Authors:ID Lendero, Barbara (Author)
ID Protner, Edvard (Mentor) More about this mentor... New window
Files:.pdf MAG_Lendero_Barbara_2025.pdf (1,14 MB)
MD5: 06F0651E7BD20E1CB40A5EBE9D098A0F
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu raziskujemo, kako učitelj s svojim osebnim odnosom in učno podporo, ki jo nudi otroku s posebnimi potrebami, vpliva na odnose med tem otrokom in njegovimi sošolci v razredu redne osnovne šole. V teoretičnem delu predstavimo razvoj koncepta inkluzije, razliko med integracijo in inkluzijo ter pomen pozitivne šolske klime. Posebno pozornost namenjamo vlogi učitelja pri ustvarjanju razumevajočega učnega okolja, spodbujanju pozitivnih odnosov med učenci in pomenu ustrezne učne podpore. Empirični del temelji na kvantitativni raziskavi, izvedeni med starši otrok s posebnimi potrebami, vključenih v redne osnovne šole. Raziskovalni vprašanji sta obravnavali učiteljev odnos do otroka s posebnimi potrebami in njegov vpliv na odnose med tem otrokom in sošolci ter povezavo med učiteljevo učno podporo in pripravljenostjo sošolcev, da otroku pomagajo pri učenju. Obe postavljeni hipotezi sta bili potrjeni: pozitiven odnos učitelja in ustrezna učna podpora pomembno prispevata k boljšim odnosom med sošolci ter k večji pripravljenosti sošolcev za učno in socialno pomoč otroku s posebnimi potrebami. Ugotovitve opozarjajo tudi na izzive pri izvajanju inkluzije in poudarjajo pomen stalnega strokovnega usposabljanja učiteljev ter oblikovanja spodbudnega šolskega okolja, ki podpira raznolikost.
Keywords:učiteljev odnos, učiteljeva učna podpora, otrok s posebnimi potrebami, odnos sošolcev, učna podpora sošolcev
Place of publishing:Maribor
Place of performance:Maribor
Publisher:B. Lendero
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (X, 56 str.))
PID:20.500.12556/DKUM-92895 New window
UDC:376(043.2)
COBISS.SI-ID:244235523 New window
Publication date in DKUM:30.07.2025
Views:124
Downloads:55
Metadata:XML DC-XML DC-RDF
Categories:PEF
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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:22.05.2025

Secondary language

Language:English
Title:Influence of teacher's attitude towards child with special needs on relationships between schoolmates and child with special needs in regular primary school grade
Abstract:In this master's thesis, we study how a teacher may influence the relationship between a child with special needs and their classmates in a class of primary school with their personal relationship and learning support that they offer to the child with special needs. In the theoretical part, we present the development of the concept of inclusion, the difference between integration and inclusion and the importance of positive atmosphere in schools. Particular attention is paid to the role of teachers in creating an understanding learning environment and fostering positive relationships between pupils, and the importance of appropriate learning support. The empirical part is based on quantitative research conducted among parents of children with special needs in primary schools. Our research questions pertained to the teacher's attitude towards a child with special needs and their influence on relationships between this child and their classmates, as well as the correlation between the teacher's learning support and the willingness of classmates to offer the child learning support. Both set hypotheses were confirmed: a positive attitude of a teacher and their appropriate learning support have a significant impact on better relationships between classmates and greater willingness of classmates to offer learning and social support to a child with special needs. However, our findings also pinpoint inclusion-related challenges and highlight the importance of continuous professional training of teachers and the creation of an encouraging school environment that supports diversity.
Keywords:teacher's attitude, teacher's learning support, child with special needs, classmates' attitude, classmates' learning support


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