Odnos slovenskega osnovnega šolstva do učencev z ADHD

Kocman, Katarina

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Title:	Odnos slovenskega osnovnega šolstva do učencev z ADHD
Authors:	ID Kocman, Katarina (Author) ID Vukovič, Goran (Mentor) More about this mentor... ID Jerebic, Janja (Comentor)
Files:	UN_Kocman_Katarina_2025.pdf (2,70 MB) MD5: 9EF1EAC8C564F687F9F4081DD2273458
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	FOV - Faculty of Organizational Sciences in Kranj
Abstract:	Diplomsko delo obravnava odnos slovenskega osnovnošolskega sistema do učencev z motnjo pozornosti in hiperaktivnostjo (ADHD), eno najpogostejših nevrorazvojnih motenj v otroštvu. Namen raziskave je bil ugotoviti, kako osnovne šole izvajajo zakonsko predpisano podporo učencem z ADHD, s kakšnimi izzivi se soočajo učitelji, strokovni delavci in starši ter kakšne posledice ima pomanjkljivo izvajanje za učence in družbo. V teoretičnem delu smo predstavili značilnosti ADHD, zakonodajni okvir in primere dobrih praks doma ter v tujini. Empirični del je vključeval spletno anketo med učitelji in strokovnimi delavci ter intervjuje z učencem z ADHD, staršem učenca z ADHD, učiteljico na predmetni stopnji, učiteljico na razredni stopnji, specialno in rehabilitacijsko pedagoginjo in študentko razrednega pouka. Rezultati so pokazali, da imajo učitelji in strokovni delavci pogosto premalo znanja o prilagoditvah, sistemska podpora je neenotna, starši pa poročajo o neizvedenih pravicah otrok. Hkrati pa zaposleni izražajo pripravljenost za dodatna usposabljanja in jasnejše smernice. Osrednji rezultat naloge je postopkovnik, ki prvič ponuja celovit okvir za delo z učenci z ADHD. Temelji na treh stebrih: zgodnjem prepoznavanju, ustreznih prilagoditvah učnega procesa ter sodelovanju strokovnih timov in staršev. Njegova posebnost je sistem evalvacije, certificiranja in nagrajevanja, ki vključuje naziv 'Šola, ki sprejema ADHD' ter certifikat 'Specialist za delo z učenci z ADHD'. Predlagani model presega obstoječe parcialne rešitve, saj združuje akademsko utemeljenost, praktično izvedljivost in motivacijske elemente. Njegova uvedba lahko pomembno prispeva k večji enakosti, zmanjšanju stigmatizacije ter krepitvi strokovne samozavesti zaposlenih v osnovnih šolah, hkrati pa učencem z ADHD omogoči, da razvijajo svoje potenciale v spodbudnem šolskem okolju.
Keywords:	ADHD, osnovna šola, postopkovnik, inkluzija, certificiranje
Place of publishing:	Maribor
Year of publishing:	2025
PID:	20.500.12556/DKUM-94780
COBISS.SI-ID:	252214019
Publication date in DKUM:	08.10.2025
Views:	221
Downloads:	59
Metadata:
Categories:	FOV
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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:	27.08.2025

Secondary language

Language:	English
Title:	The approach of the slovenian primary school system for students with ADHD
Abstract:	This thesis examines the approach of the Slovenian primary education system toward students with attention deficit hyperactivity disorder (ADHD), one of the most prevalent neurodevelopmental disorders in childhood. The objective of the research was to determine how primary schools implement legally mandated support for students with ADHD, the primary encountered by teachers, professional staff, and parents, and the consequences of inadequate implementation for the students and society at large. In the theoretical section, we outline the characteristics of ADHD, the legislative framework, and examples of best practices both domestically and internationally. The empirical section incorporated an online survey among teachers and professional staff, as well as interviews with a student with ADHD, the parent of a student with ADHD, a subject-level teacher, a class-level teacher, a special and rehabilitation pedagogue, and a student teacher in classroom education. The findings indicate that teachers and professional staff often possess insufficient knowledge regarding accommodations, systemic support is inconsistent, and parents report unfulfilled rights for their children. Concurrently, staff express willingness for additional training and clearer guidelines. The primary outcome of the thesis is a procedural framework that, for the first time, provides a comprehensive structure for working with students with ADHD. It is grounded in three pillars: early identification, appropriate adaptations to the instructional process, and collaboration among professional teams and parents. Its distinctive feature is a system of evaluation, certification, and incentivization, which includes the designation "ADHD-Accepting School" and the certificate "Specialist in Working with Students with ADHD." The proposed model surpasses existing partial solutions by integrating academic rigor, practical applicability, and motivational components. Its implementation could significantly contribute to enhanced equity, reduced stigmatization, and strengthened professional confidence among primary school staff, while enabling students with ADHD to cultivate their potential within a supportive educational environment.
Keywords:	ADHD, primary school, procedural guide, inclusion, certification

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