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Title:Študija primera delovanja učenca z vedenjskimi motnjami v osnovni šoli : magistrsko delo
Authors:ID Dobovšek, Irena (Author)
ID Kozmus, Andreja (Mentor) More about this mentor... New window
Files:.pdf MAG_Dobovsek_Irena_2026.pdf (1,69 MB)
MD5: FF434DF48A533A588B013671DECB1B8D
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Število učencev s čustvenimi in vedenjskimi motnjami v rednih osnovnih šolah narašča, kar za učitelje predstavlja uporabo vedno zahtevnejših pedagoških pristopov. V magistrskem delu predstavimo učenca z vedenjskimi motnjami, njegovo funkcioniranje v programu redne osnovne šole s prilagojenim izvajanjem in dodatno strokovno pomočjo, komunikacijske sposobnosti in morebitne stiske. Z raziskavo smo želeli ugotoviti, kako učiteljice ocenjujejo učenčevo funkcioniranje, katere metode in oblike dela najpogosteje uporabljajo pri delu z njim ter kako poteka medsebojno sodelovanje strokovnih delavcev in sodelovanje med šolo in starši pri zagotavljanju ustrezne podpore učencu. V teoretičnem delu naloge smo predstavili inkluzijo v šolah, otroke s posebnimi potrebami, značilnosti in potrebe učencev s čustvenimi in vedenjskimi motnjami s poudarkom na pedagoških pristopih, prilagoditvah in vlogi dodatne strokovne pomoči. V empiričnem delu smo obravnavali konkretnega učenca z vedenjskimi motnjami, vključenega v program s prilagojenim izvajanjem in dodatno strokovno pomočjo v redni osnovni šoli. Rezultati študije primera so pokazali izrazit razkorak med učenčevim visokim kognitivnim potencialom in njegovim vedenjem, čustvovanjem in težavami v socialni integraciji. Učenec sodeluje ob jasni strukturi, individualnem pristopu, občutku varnosti in predvidljivosti okolja. V manj strukturiranem okolju, kjer je več motečih dejavnikov in stresno okolje, se pojavljajo neustrezno vedenje in nezreli odzivi učenca.
Keywords:vedenjske motnje, inkluzija, dodatna strokovna pomoč, socialne veščine, sodelovanje s starši
Place of publishing:Maribor
Place of performance:Maribor
Publisher:I. Dobovšek
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (X, 108 str.))
PID:20.500.12556/DKUM-97969 New window
UDC:376(043.2)
COBISS.SI-ID:281406211 New window
Publication date in DKUM:12.06.2026
Views:220
Downloads:25
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:05.05.2026

Secondary language

Language:English
Title:A case study of a school functioning of primary school child with behavioral disorders
Abstract:Number of students with emotional and behavioral disorders in primary schools is increasing, which requires teachers to use more and more complex pedagogical approaches. In the thesis a student with behavioral disorders is presented, as well as his functioning in a regular primary school programme with adapted instruction and additional professional assistance, his communication skills and possible distress. With this research we wanted to find out how teachers assess the student's functioning, which methods they use most frequently, as well as how the education professionals collaborate and how the school collaborates with parents in providing the student the right support. The theoretical part of the thesis describes inclusion in schools, children with special needs, the characteristics and needs of students with emotional and behavioral disorders with emphasis being given on pedagogical approaches, accommodations and the role of additional professional assistance. The empirical part discusses the student with behavioral disorder who is placed into a regular primary school educational programme with adapted implementation and additional professional assistance. The results of this study case have shown a distinct gap between the student's high intellectual potential and his behaviour, emotional response and difficulties in social integration. The student is cooperative when given clear structure, individual approach, a sense of safety and predictable environment. When placed in a less structured environment with more distractions and stress, his behaviour becomes inappropriate and his reactions immature. 
Keywords:behavioral disorders, inclusion, additional professional assistance, social skills, school-parent collaboration


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