Inkluzija v šoli: sprejetost učencev s posebnimi potrebami in učencev priseljencev : magistrsko delo

Jevšnik, Urška

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Title:	Inkluzija v šoli: sprejetost učencev s posebnimi potrebami in učencev priseljencev : magistrsko delo
Authors:	ID Jevšnik, Urška (Author) ID Kozmus, Andreja (Mentor) More about this mentor...
Files:	MAG_Jevsnik_Urska_2026.pdf (1,40 MB) MD5: 34E3823A708A9CDC68B5AF48453E361F
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Namen magistrskega dela je raziskati sprejetost učencev s posebnimi potrebami in učencev priseljencev v osnovni šoli ter ugotoviti, kako pogosto so tarče stigmatizacije – stereotipov, predsodkov in diskriminacije – in nasilja med vrstniki. V teoretičnem delu magistrskega dela predstavimo definicijo in pomen inkluzije in jo umestimo v slovenski šolski prostor. Poglobimo se v različne oblike stigmatizacije, ki se pojavljajo v odnosu do rizičnih skupin. Med slednjimi osrednji poudarek v magistrskem delu namenimo učencem priseljencem in učencem s posebnimi potrebami. Diferenciramo med pojmi konflikt, nasilje med vrstniki in medvrstniško nasilje, pri čemer opišemo tudi dejavnike, oblike in posledice nasilja. S pomočjo kavzalne in deskriptivne neeksperimentalne kvantitativne metode pedagoškega raziskovanja smo raziskali sprejetost in počutje učencev priseljencev in učencev s posebnimi potrebami ter njihove izkušnje s stigmatizacijo in nasiljem. Rezultati raziskave so pokazali, da se učenci v šoli bolje počutijo, če so sprejeti in zaznavajo podporo vrstnikov ter učiteljev. Večina sodelujočih se je že srečala s stigmatizirajočim vedenjem, pomoč pa so najpogosteje poiskali doma ali pri učiteljih. Podatki so pokazali, da je v šolskem letu 2024/2025 bila več kot polovica sodelujočih učencev vsaj enkrat žrtev nasilja, najpogosteje psihičnega. Pomembna je tudi ugotovitev, da so učenci priseljenci pogosteje žrtve nasilja kot učenci s posebnimi potrebami.
Keywords:	inkluzija, učenci s posebnimi potrebami, učenci priseljenci, nasilje
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	U. Jevšnik
Year of publishing:	2026
Number of pages:	1 spletni vir (1 datoteka PDF (XI, 104 str.))
PID:	20.500.12556/DKUM-97176
UDC:	376:364.632(043.2)
COBISS.SI-ID:	272851203
Publication date in DKUM:	24.03.2026
Views:	286
Downloads:	48
Metadata:
Categories:	FF
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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:	21.02.2026

Secondary language

Language:	English
Title:	Inclusion in Schools: Acceptance of Students with Special Needs and Immigrant Students
Abstract:	The purpose of this master's thesis is to explore the acceptance of students with special needs and immigrant students in primary school and to determine out how often they become targets of stigmatization – stereotypes, prejudices and discrimination – as well as peer violence. In theoretical part of the thesis, we present the definition and importance of inclusion and place it within the Slovenian school context. We focus on different forms of stigmatization that occur in relation to at-risk groups. Among these, the central emphasis of the thesis is placed on immigrant students and students with special needs. We differentiate between the concepts of conflict, peer violence and bullying, while also examining the factors, types and consequences of violence. By applying causal and descriptive non-experimental quantitative research methods in pedagogy, we researched the acceptance and well-being of immigrant students and students with special needs, as well as their experiences with stigmatization and violence. The results of the study showed that students feel better at school when they are accepted and perceive support from peers and teachers. Most participants reported having already encountered stigmatizing behaviour, most often seeking help at home or from teachers. The data further revealed that in the 2024/2025 school year, more than half of the participating students experienced violence at least once, with psychological violence being the most common type. The findings also indicate that immigrant students were more frequently victims of violence compared to students with special needs.
Keywords:	inclusion, students with special needs, immigrant students, violence

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