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Title:Soočanje učiteljev s socialno sprejetostjo učencev s posebnimi potrebami v razredu : magistrsko delo
Authors:ID Pevec Satler, Mojca (Author)
ID Kozmus, Andreja (Mentor) More about this mentor... New window
Files:.pdf MAG_Pevec_Satler_Mojca_2025.pdf (1,23 MB)
MD5: 2EB1DE487E418AB6274300D38C2E7E6C
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrsko delo obravnava socialno sprejetost otrok s posebnimi potrebami in izzive, s katerimi se pri tem soočajo učitelji. Teoretični del poudarja pomen socialne sprejetosti kot ključnega dejavnika celostnega razvoja otroka. Predstavljeni so dejavniki uspešnega socialnega vključevanja, kot so sodelovanje strokovnih delavcev, ustrezna podpora in pozitivni odnosi med vrstniki. Empirični del temelji na kvantitativni raziskavi, izvedeni med učitelji osnovnih šol, pri čemer je bil uporabljen anketni vprašalnik. Namen raziskave je bil ugotoviti, kako učitelji doživljajo socialno sprejetost otrok s posebnimi potrebami. Na podlagi dobljenih rezultatov smo analizirali, ali število otrok s posebnimi potrebami, ki jih učitelj poučuje, triletje, kjer poučuje, in delovna doba v vzgoji in izobraževanju, vplivajo na druge dejavnike socialne sprejetosti otrok s posebnimi potrebami v razredu. Ugotovili smo, da anketirani učitelji ocenjujejo, da so otroci s posebnimi potrebami srednje dobro sprejeti v razredu. Po oceni učiteljev imajo s socialno sprejetostjo v razredu največ težav učenci s čustvenimi in vedenjskimi motnjami in učenci z motnjo avtističnega spektra. Pri oceni vrstniškega nasilja nad otroki s posebnimi potrebami v primerjavi z učenci brez posebnih potreb anketirani učitelji ne zaznavajo več nasilja in agresije. Učitelji pri vključevanju otrok s posebnimi potrebami v razredu največkrat uporabijo metodo pogovora o sprejemanju drugačnosti in razumevanju različnosti. Ob tem kot najbolj učinkovito ocenjujejo pomoč s strani učitelja dodatne strokovne pomoči. Tretjina učiteljev navaja, da si pri socialnem vključevanju lahko pomagajo s konkretnimi strategijami in metodami dela, ki jih ima otrok zapisane v individualiziranem programu. Učitelji občasno zaznavajo napredek otroka s posebnimi potrebami, ko je ta že dlje časa deležen dodatne strokovne pomoči. Večina anketiranih se za učinkovito socialno vključevanje otrok s posebnimi potrebami občasno dodatno usposabljajo z obiskovanjem predavanj, seminarjev in delavnic ter z branjem strokovne literature. Na izpopolnjevanje se več kot polovica učiteljev prijavi sama.
Keywords:Socialna sprejetost, otroci s posebnimi potrebami, učitelji
Place of publishing:Maribor
Place of performance:Maribor
Publisher:M. Pevec Satler
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (XI, 106 str.))
PID:20.500.12556/DKUM-93680 New window
UDC:376(043.2)
COBISS.SI-ID:246469379 New window
Publication date in DKUM:25.08.2025
Views:320
Downloads:32
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:13.07.2025

Secondary language

Language:English
Title:Teachers tackling the social acceptance of learners with special needs in the classroom
Abstract:This master thesis deals with social acceptance of learners with special needs, and the challenges that the teachers confront thereby. The theoretical part underlines the meaning of social acceptance as the key factor for the child's wholesome development. The factors of a successful social inclusion, such as, cooperation of pedagogical workers, proper support, and positive interpersonal relations among the peers, are being introduced. The empirical part is based on a quantitative research conducted upon the primary school teachers by means of a questionnaire. The aim of the research was to learn how teachers find social acceptance of children with special needs. Based on the results of the inquiry, we analysed whether the number of learners with special needs that teachers teach, the 3 three-year cycle they teach in, and the years of teaching experience, affect the other factors of social acceptance of learners with special needs in the classroom. The analysis shows that teachers, who participated in this inquiry, estimate learners with special needs to be moderately well accepted in the classroom. Teachers estimate that social acceptance tends to be harder with the learners with emotional and behavioural disorders, and the learners with autistic spectrum. When estimating peer violence, teachers do not sense more violence and aggression towards the learners with special needs in comparison to the learners without special needs. When dealing with social acceptance of learners with special needs in the classroom, teachers most commonly use conversations about accepting and understanding diversity to help learners with special needs with inclusion. Along a conversation, they find the help of a special education teacher to be most efficient. One third of the teachers say, they find concrete strategies and methods, listed in the learner's individualized education plan, helpful in social acceptance. Teachers sometimes sense the improvement with learners with special needs when they have been given extra help and support over a longer period of time. Most of the respondents take occasional extra teaching training courses, seminars, or workshops to become more efficient at social acceptance of learners with special needs. More than a half of the teachers apply for the extra training courses on their own.
Keywords:Social acceptance, learners with special needs, teachers


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