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Title:Pogled staršev otrok s posebnimi potrebami na izvajanje dodatne strokovne pomoči v osnovni šoli : magistrsko delo
Authors:ID Firšt, Laura (Author)
ID Schmidt, Majda (Mentor) More about this mentor... New window
Files:.pdf MAG_First_Laura_2025.pdf (2,12 MB)
MD5: B19BC046DFF918636A6D40F41412C69A
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Vključevanje otrok s posebnimi potrebami v redne osnovne šole zahteva ustrezno prilagajanje učnega okolja, nudenje podpore in zagotavljanje pogojev, ki omogočajo optimalno vključevanje v šolski prostor. Ključno vlogo pri tem ima dodatna strokovna pomoč, ki mora biti strokovno načrtovana, individualno prilagojena potrebam otroka in kakovostno izpeljana. Čeprav se pomoč večinoma odvija v odnosu med otrokom in strokovnim delavcem, imajo izredno pomembno vlogo tudi starši. Posebej pri dodatni strokovni pomoči je pomembno enakovredno sodelovanje oziroma partnerski odnos med starši in šolo, ki temelji na zaupanju, spoštovanju, izmenjavi informacij in oblikovanju skupnih ciljev. Namen magistrske naloge je raziskati pogled staršev otrok s posebnimi potrebami na izvajanje dodatne strokovne pomoči v osnovni šoli. Podatki so bili zbrani z anketnim vprašalnikom. V raziskavi je sodelovalo 105 staršev. Ključne ugotovitve kažejo, da starši zaznavajo pozitiven vpliv dodatne strokovne pomoči na socialni in učni napredek otroka. Prav tako so večinoma zadovoljni s sodelovanjem z izvajalcem pomoči, saj ta pravočasno odgovori na njihova vprašanja, upošteva njihove predloge in jih spodbuja pri delu doma. Raziskava je pokazala, da so starši zaradi dodatne strokovne pomoči bolj pomirjeni in bolje razumejo otrokove potrebe. Kljub temu pa kar tretjina anketiranih poroča o konkretnih ovirah pri dostopu in urejanju dodatne strokovne pomoči.
Keywords:otroci s posebnimi potrebami, dodatna strokovna pomoč, osnovna šola, pogled staršev, sodelovanje
Place of publishing:Maribor
Place of performance:Maribor
Publisher:L. Firšt
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (XI, 138 str.))
PID:20.500.12556/DKUM-94544 New window
UDC:376(043.2)
COBISS.SI-ID:250602243 New window
Publication date in DKUM:26.09.2025
Views:314
Downloads:87
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:20.08.2025

Secondary language

Language:English
Title:Parents' Views on the Implementation of Additional Professional Support in Primary School for Children with Special Needs
Abstract:The inclusion of children with special needs in mainstream primary schools requires appropriate adaptation of the learning environment, provision of targeted support, and the creation of conditions that facilitate their optimal integration into the school community. Additional professional support plays a central role in this process; it must be carefully planned, individually tailored to the child's needs, and implemented to a high standard. While such support primarily occurs within the relationship between the child and the professional, parents also play a vital role. In particular, effective additional professional support depends on equitable collaboration and a partnership between parents and the school, founded on trust, mutual respect, information sharing, and the formulation of shared goals. The aim of this master's thesis is to examine the perspectives of parents of children with special needs regarding the implementation of additional professional support in primary schools. Data were collected via a structured questionnaire, with responses from 105 parents. Key findings show that parents perceive a positive impact of additional professional assistance on their child's social and academic progress. Overall, parents report high levels of satisfaction with their cooperation with the support provider, noting timely responses to their questions, consideration of their suggestions, and encouragement in supporting learning at home. The study also shows that such support contributes to parents feeling more reassured and gaining a better understanding of their child's needs. Nevertheless, one-third of respondents identified concrete barriers to accessing and arranging additional professional support.
Keywords:children with special needs, additional professional support, primary school, parents’ perspectives, collaboration


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