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Title:Poklicna orientacija oseb z Aspergerjevim sindromom v osnovni šoli : magistrsko delo
Authors:ID Emeršič, Vladka (Author)
ID Drobnič, Janez (Mentor) More about this mentor... New window
Files:.pdf MAG_Emersic_Vladka_2026.pdf (1,09 MB)
MD5: 26A4A6D4AFDBCDE4B06AC10B9295322E
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Poklicna orientacija v osnovni šoli je pomemben proces usmerjanja učencev pri izbiri nadaljnjega izobraževanja in načrtovanju poklicne poti. Pri učencih z Aspergerjevim sindromom je ta proces zaradi njihovih specifičnih značilnosti na področju socialne interakcije, komunikacije in razumevanja informacij še posebej zahteven. Namen magistrske naloge je bil raziskati izkušnje, poglede in prakse svetovalnih delavcev ter doživljanje oseb z Aspergerjevim sindromom v procesu poklicne orientacije v osnovni šoli ter na tej osnovi oblikovati predloge za nadaljnji razvoj svetovalne prakse. Raziskava temelji na kvalitativnem raziskovalnem pristopu. Podatki so bili zbrani s polstrukturiranimi intervjuji s svetovalnimi delavci in osebami z izkušnjo Aspergerjevega sindroma. Analiza podatkov je bila izvedena z interpretativnim pristopom, ki je omogočil poglobljen vpogled v izvajanje poklicne orientacije, uporabljene pristope in zaznane izzive v praksi. Rezultati raziskave kažejo, da se poklicna orientacija učencev z Aspergerjevim sindromom med šolami razlikuje, vendar se postopno razvija v smeri večje individualizacije in strokovne podpore. Kot pomembni elementi učinkovite prakse so se pokazali individualiziran pristop, uporaba vizualnih in konkretnih pripomočkov ter omogočanje praktičnih izkušenj učencem. Pomembno vlogo imajo tudi starši, ki lahko proces pomembno podprejo, hkrati pa pomenijo izziv ob neusklajenih pričakovanjih. Med ključnimi izzivi so udeleženke izpostavile časovne in kadrovske omejitve, razlike v praksi med šolami ter pomanjkanje enotnih strokovnih usmeritev in prilagojenih gradiv. Ugotovitve raziskave poudarjajo pomen strokovne usposobljenosti, individualiziranega pristopa in medsebojnega sodelovanja pri zagotavljanju kakovostnejše poklicne orientacije učencev z Aspergerjevim sindromom.
Keywords:poklicna orientacija, Aspergerjev sindrom, osnovna šola, svetovalno delo, individualizacija
Place of publishing:Maribor
Place of performance:Maribor
Publisher:V. Emeršič
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (X, 67 str., [14] str. pril.))
PID:20.500.12556/DKUM-98234 New window
UDC:37.048-056.3(043.2)
COBISS.SI-ID:286475523 New window
Publication date in DKUM:30.07.2026
Views:192
Downloads:8
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:28.05.2026

Secondary language

Language:English
Title:Vocational Guidance for Students with Asperger Syndrome in Primary School
Abstract:Career guidance in primary school represents an important process of supporting students in choosing further education and planning their career paths. For students with Asperger's syndrome, this process is particularly demanding due to their specific characteristics in the areas of social interaction, communication, and information processing. The aim of this master's thesis was to explore the experiences, perspectives, and practices of school counsellors, as well as the experiences of individuals with Asperger's syndrome in the process of career guidance in primary school, and on this basis to formulate proposals for further development of counselling practice. The research is based on a qualitative research approach. Data were collected through semi-structured interviews with school counsellors and individuals with experience of having Asperger's syndrome. The data analysis was conducted using an interpretative approach, which enabled an in-depth insight into the implementation of career guidance, the approaches used, and the challenges perceived in practice. The research findings indicate that career guidance for students with Asperger's syndrome varies between schools. However, it is gradually developing towards greater individualization and professional support. Important elements of effective practice were identified as an individualized approach, the use of visual and concrete learning aids, and providing students with practical experiences. Parents also play an important role, as they can significantly support the process, while at the same time presenting challenges when expectations are not aligned. Among the key challenges, participants highlighted time and staffing constraints, differences in practice between schools, and the lack of unified professional guidelines and adapted materials. The findings emphasize the importance of professional competence, an individualized approach, and collaborative cooperation in ensuring higher-quality career guidance for students with Asperger's syndrome.
Keywords:career guidance, Asperger's syndrome, primary school, counselling work, individualization


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