Vloga spremljevalca otrok s posebnimi potrebami v osnovni šoli : magistrsko delo

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Title:	Vloga spremljevalca otrok s posebnimi potrebami v osnovni šoli : magistrsko delo
Authors:	ID Horvat, Urška (Author) ID Mithans, Monika (Mentor) More about this mentor... ID Ograjšek, Sabina (Comentor)
Files:	MAG_Horvat_Urska_2025.pdf (1,36 MB) MD5: F6F3A571286C03E5309DBF7A71436BC4
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Spremljevalci otrok s posebnimi potrebami imajo pomembno vlogo pri uresničevanju ciljev inkluzivnega izobraževanja, saj s svojo podporo omogočajo lažje vključevanje otrok v učni proces in prispevajo k njihovemu celostnemu razvoju. Magistrsko delo raziskuje vlogo spremljevalcev otrok s posebnimi potrebami v osnovni šoli z vidika spremljevalcev in razrednikov. Rezultati raziskave kažejo, da imajo spremljevalci otrok s posebnimi potrebami raznolike izobrazbene in strokovne podlage; največ jih prihaja s področji družboslovja ali vzgoje in izobraževanja. Več kot polovica je zaposlenih za skrajšani delovni čas, večinoma nudijo podporo otrokom z več motnjami, motnjami avtističnega spektra in s čustveno-vedenjskimi težavami. Spremljevalci opravljajo številne naloge; največkrat so vključeni v neposredno učno in socialno podporo učencem. Čeprav večina z učitelji, s starši in z razredniki vzpostavlja dober odnos, so njihove naloge pogosto slabo opredeljene, izobraževanja redka, plačilo nizko, zaposlitev pa nestabilna. Z vidika razrednikov so spremljevalci ključni za individualno podporo učencem s posebnimi potrebami in pomembno prispevajo k razbremenitvi učitelja. Najpogosteje so vključeni v izvajanje in evalvacijo vzgojno-izobraževalnega procesa, redkeje pa v načrtovanje. Kljub pozitivnemu odnosu večine razrednikov do spremljevalcev so izpostavljene pomanjkljivosti, kot so neustrezna usposobljenost, nejasna razmejitev nalog in nezadostna sistemska podpora.
Keywords:	otroci s posebnimi potrebami, spremljevalec otrok s posebnimi potrebami, individualiziran program, postopek usmerjanja otrok s posebnimi potrebami, razrednik
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	U. Horvat
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (X, 101 str.))
PID:	20.500.12556/DKUM-93314
UDC:	376(043.2)
COBISS.SI-ID:	244978947
Publication date in DKUM:	06.08.2025
Views:	351
Downloads:	100
Metadata:
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:	18.06.2025

Secondary language

Language:	English
Title:	The role of the assistant for children with special needs in primary school
Abstract:	Assistants to children with special needs play a crucial role in achieving the goals of inclusive education, as their support facilitates the children's integration into the learning process and contributes to their integral development. This master's thesis explores the role of assistants for children with special needs in primary schools from the perspectives of both the assistants and class teachers. The research findings indicate that assistants have diverse educational and professional backgrounds, mostly from social sciences or education. More than half are employed part-time and primarily assist children with multiple disabilities, autism spectrum disorders, and emotional-behavioural difficulties. Assistants perform various tasks, most commonly providing students with direct academic and social support. Although most maintain good relationships with teachers, parents, and class teachers, their roles are often poorly defined, training opportunities are rare, payment is low, and employment is unstable. From the perspective of classroom teachers, assistants are key to providing individual support to students with special needs and significantly help reduce the teacher’s workload. They focus most of their work on implementing and evaluating the educational process, but are less involved in planning it. Despite generally positive attitudes toward assistants, several shortcomings are highlighted, including inadequate training, unclear task definitions, and insufficient systemic support.
Keywords:	children with special needs, assistant to children with special needs, individualized program, the process of placement of children with special needs, class teacher

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