Otroci s primanjkljaji na posameznih področjih učenja in njihova socialna vključenost v razredno skupnost : magistrsko delo

Vučina, Laura

| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

First page > Show document

Show document

Title:	Otroci s primanjkljaji na posameznih področjih učenja in njihova socialna vključenost v razredno skupnost : magistrsko delo
Authors:	ID Vučina, Laura (Author) ID Kozmus, Andreja (Mentor) More about this mentor...
Files:	MAG_Vucina_Laura_2025.pdf (1,69 MB) MD5: CAD36B8AA6F3DF79AB8C28AB367317A3
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Socialna vključenost otrok s primanjkljaji na posameznih področjih učenja predstavlja pomemben izziv, saj ti otroci pogosto težje navezujejo stike in sodelujejo v skupinskih dejavnostih. Namen raziskave je bil preučiti stopnjo njihove socialne vključenosti v razredno skupnost ter ugotoviti, kako učitelji in svetovalni delavci zaznavajo ter spodbujajo njihovo vključevanje. V teoretičnem delu smo opredelili otroke s primanjkljaji na posameznih področjih učenja, dejavnike, ki vplivajo na njihovo socialno vključenost v razredno skupnost, ter razliko med splošnimi in specifičnimi učnimi težavami. Podrobneje smo opisali disleksijo, disgrafijo, diskalkulijo in dispraksijo ter predstavili vlogo svetovalnih delavcev in učiteljev pri spodbujanju socialne vključenosti v razredno skupnost. V empiričnem delu smo ugotovili, da imajo strokovni delavci ustrezno znanje za prepoznavanje otrok in oblikovanje prilagoditev, vendar si želijo več usposabljanj na področju socialne vključenosti. Otroci so večinoma vključeni v razredno skupnost, a se pojavljajo ovire, kot so negativna pričakovanja vrstnikov, pomanjkanje socialnih veščin in nesodelovanje staršev. Kot najučinkovitejše strategije in metode strokovni delavci navajajo individualizacijo in diferenciacijo ter sodelovalne metode.
Keywords:	primanjkljaji na posameznih področjih učenja, posebne potrebe, razredna skupnost, socialna vključenost, inkluzija
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	L. Vučina
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (XIII, 96 str.))
PID:	20.500.12556/DKUM-96106
UDC:	376-057.874-056.36(043.2)
COBISS.SI-ID:	262210051
Publication date in DKUM:	19.12.2025
Views:	269
Downloads:	66
Metadata:
Categories:	FF
:	Copy citation

Average score:	(0 votes)
Your score:	Voting is allowed only for logged in users.
Share:

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

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:	02.12.2025

Secondary language

Language:	English
Title:	Children with specific learning disabilities and their social integration in class
Abstract:	The social inclusion of children with specific learning disabilities represents an important challenge, as these children often find it more difficult to establish relationships and participate in group activities. The purpose of the research was to examine the level of their social inclusion within the classroom and to determine how teachers and school counsellors perceive and promote their inclusion. In the theoretical part, we defined children with specific learning disabilities, identified factors influencing their social inclusion in the classroom and explained the difference between general and specific learning disabilities. We provided a more detailed description of dyslexia, dysgraphia, dyscalculia and dyspraxia and highlighted the role teachers and school counsellors in promoting social inclusion within the classroom. In the empirical part, we found that educational professionals have sufficient knowledge to identify children and to design appropriate adaptations, although they express a need for further training in the area of social inclusion. Children are generally included in the classroom, however, certain barriers remain, such as negative peer expectations, insufficient social skills and lack of parental cooperation. Professionals as the most effective approaches cite individualization, differentiation and cooperative learning methods.
Keywords:	specific learning disabilities, special needs, classroom, social integration, inclusion

Comments

Leave comment

You must log in to leave a comment.

Comments (0)

0 - 0 / 0

There are no comments!

Back