magistrsko delo
Janez Kovač (Author), Tanja Ščuka (Author), Branka Čagran (Mentor)

Abstract

Od ravnatelja je odvisna stopnja inkluzivnosti šole, predvsem od njegovega odnosa do inkluzije in do otrok s posebnimi potrebami ter njegove podpore strokovnim delavcem. V empiričnem delu magistrskega dela so bila predstavljena stališča ravnateljev do inkluzije učencev s posebnimi potrebami v osnovni šoli, ocena pogojev zanjo in njihovo razumevanje inkluzije. Pri tem smo preverjali vlogo delovne dobe ravnateljevanja in števila učencev s posebnimi potrebami na šoli. Podatke smo pridobili s pomočjo spletnih anketnih vprašalnikov, pri čemer je bila uporabljena deskriptivna in kavzalno-neeksperimentalna metoda empiričnega metodološkega raziskovanja. Raziskovani vzorec je neslučajnostni priložnostni vzorec ravnateljev slovenskih osnovnih šol (n = 96), ki ga na ravni rabe inferenčne statistike opredeljujemo kot enostavni naključni vzorec iz hipotetične populacije. Če povzamemo, ravnatelji so naklonjeni inkluziji učencev s posebnimi potrebami v osnovni šoli, vendar svoj vpliv nanjo ne označujejo kot pomembnega. Naklonjeni so omogočanju pravice do prilagoditev učnega procesa učencu ob dobro razvitem timskem sodelovanju, zavedajo se pomena učenčevega socialnega napredka in opuščanja predsodkov do njih, vendar opozarjajo na kar nekaj ovir pri zagotavljanju pogojev za inkluzijo (npr. neupoštevanje predlogov Ministrstva za izobraževanje, znanost in šport glede pripomb na pomanjkljivosti ter težav pri uresničevanju inkluzivne prakse). Prav tako pa ravnatelji relativno slabo razumejo pojem inkluzije in delo ter kompetence inkluzivnega pedagoga slabše poznajo kot delo specialnega pedagoga.

Keywords

inkluzija;inkluzivni pedagogi;ravnatelji;učitelji;učenci s posebnimi potrebami;vzgoja in izobraževanje;dodatna strokovna pomoč;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [J. Kovač
UDC: 373.3:376(043.2)
COBISS: 21571592 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Inclusion of children with special needs from the Primary school Headmaster point of view
Secondary abstract: The level of inclusion depends on the Headmaster of the school, particularly its attitude towards inclusion, children with special needs and support to professional workers. In empirical parts of this Masters work are introduced the Headmasters points of view about inclusion of children with special needs in Primary school, their understanding of inclusion and evaluation of conditions for it. At this point we focused on their work experience and the number of children with special needs at school. We gained information with on-line questionnaires where we used descriptive and causal-no experimental method of empirical methodological research. Research sample is unexpectedly casual sample of Headmasters of Slovene schools (n = 96) which is on the level of use according to inference statistics defined as simple unexpected sample from hypothetic population. To sum up, Headmasters are inclined to inclusion of children with special needs in Primary school but define their influence on it as irrelevant. They are inclined to the right of adjustments of the learning process with well-established team work and are aware of the social progress and tolerance of prejudice towards them. They are also warning about some obstacles when it comes to assuring conditions (ex. failure to comply with suggestions of Ministry of education, science and sports according complaints and difficulties in realization of inclusion in practice). Headmasters are also relatively bad in understanding the meaning of inclusion and it related work and are also not aware of competences of inclusion teacher if compared to special education teacher.
Secondary keywords: inclusion;inclusive teachers;Headmasters;teachers;children with special needs;education;specialized need;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Pages: 138 f.
ID: 8887629