magistrsko delo
Mojca Drofelnik (Author), Katja Košir (Mentor)

Abstract

V današnji družbi drugačnost še vedno predstavlja velik dejavnik tveganja za zavračanje ali nesprejemanje pri vrstnikih. Mladostniki s posebnimi potrebami imajo pri medosebnih odnosih, navezovanju prijateljstev in sodelovanju z drugimi velikokrat več težav kot pa njihovi sovrstniki. Med mogočimi vzroki lahko omenimo specifičnost posebnih potreb ali pa druge morebitne dejavnike, kot so osebnostne lastnosti ali nerazumevanje položaja posameznega mladostnika med vrstniki. Teoretični del magistrskega dela zajema splošno opredelitev socialnih odnosov, medosebnih odnosov med mladostništvom in socialno sprejetost učencev s posebnimi potrebami. V empiričnem delu smo raziskali, kako učitelji zaznavajo socialno sprejetost otrok s posebnimi potrebami pri vrstnikih. Podatke smo pridobili s pomočjo pol strukturiranega intervjuja, v katerem je sodelovalo petnajst učiteljev predmetne stopnje s štirih različnih osnovnih šol. Vsak izmed učiteljev je poučeval vsaj enega učenca s posebnimi potrebami in dodatno strokovno pomočjo. Intervju je sestavljen iz enajstih vprašanj, ki se nanašajo na zaznavanje socialnih odnosov, zaznavanje socialne sprejetosti in na učiteljevo delo. Pri analizi intervjuja smo ugotovili, da učitelji pri normativnih učencih sprejemanje učencev s posebnimi potrebami ocenjujejo pozitivno. Poročali so, da imajo učenci s posebnimi potrebami dobre medosebne odnose z vrstniki, ti pa jih sprejemajo in jim pomagajo. Med pogoji za sklepanje prijateljstva so učitelji kot pomembne poudarili predvsem splošne osebnostne lastnosti učenca.

Keywords

magistrska dela;medosebni odnosi;socialna sprejetost;učenci s posebnimi potrebami;vloga učitelja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [M. Drofelnik]
UDC: 376:316.472.4(043.2)
COBISS: 16496899 Link will open in a new window
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Downloads: 102
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Other data

Secondary language: English
Secondary title: Teacher's perception of the social acceptance of pupils with additional professional help
Secondary abstract: In today's society, diversity is still a major risk factor for rejection or non-acceptance by peers. Adolescents with disabilities often have more problems than their peers in interpersonal relationships, friendships, and collaborations with others. Possible causes include the specificity of special needs or other possible factors, such as personality traits or misunderstandings of a peer's position among peers. The theoretical part of the master's thesis covers the general definition of social relations, interpersonal relationships during adolescence and the social acceptance of students with disabilities. In the empirical work, we explored how teachers perceive the social acceptance of children with disabilities in peers. The data were obtained through a semi-structured interview in which fifteen subject teachers from four different primary schools participated. Each of the teachers teaches at least one student with special needs and additional professional assistance. The interview consists of eleven questions about perceptions of social relationships, perceptions of social acceptance, and teacher's work. In the analysis of the interview, we found that teachers in the normative students accept students with special needs positively. Students with special needs are reported to have good interpersonal relationships with peers, and they are welcomed and assisted by peers. Among the conditions for friendship, teachers emphasized the general personality traits of the student as important.
Secondary keywords: master theses;interpersonal relationships;social acceptance;students with disabilities;role of teacher;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Pages: XI, 74 f.
ID: 11390271