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Z globalizacijo se povečuje število migracij po svetu, kar se občuti tudi v Republiki Sloveniji. Migracije vplivajo na vedno višje število priseljenih otrok v šolah. Posledično so razredi narodno in etnično mešani, kar učiteljem predstavlja izziv, kako načrtovati pouk in kako učence, katerih prvi jezik ni slovenski, vključevati v razred. Učitelji so primorani krepiti medsebojne odnose in se spoprijemati ter presegati odklanjajoče vedenje, kot so predsodki, ki krepitev medsebojnih odnosov negirajo. Spodbujati morajo pozitivne lastnosti, ki jih lahko prinaša stik več kultur, kot je na primer seznanjane z drugačnimi navadami ali pa z nepoznanim jezikom. Pri tem so pomembna stališča učiteljev do priseljencev, saj ti s svojimi pristopi vplivajo na mišljenje svojih učencev. Sprejetost v družbo je eden ključnih dejavnikov, da se posameznik lahko razvija in uči, zato je socialna vključenost potrebna za socialno in učno uspešnost. V magistrskem delu smo raziskovali, katere strategije uporabljajo profesorji razrednega pouka pri vključevanju učencev priseljencev ter preverili, kako učno in socialno uspešni so učenci priseljenci v slovenskih osnovnih šolah. Namen je oblikovati smernice za delo z učenci priseljenci, ki bodo učiteljem razrednega pouka olajšali spoprijemanje z izzivom vključevanja učenca priseljenca v razred. Te bodo koristile predvsem mladim učiteljem, ki se s temi izzivi srečujejo prvič. V teoretičnem delu smo opredelili naslednje pojme: medkulturnost, integracija, socialna sprejetost in učna uspešnost. Pregledali smo tudi člene v slovenski zakonodaji, ki se navezujejo na učence priseljence. Predstavili in opisali smo različne strategije, ki se jih profesorji razrednega pouka lahko poslužujejo pri vključevanju učencev priseljencev, in sicer priprava na prihod učenca priseljenca, strategije vključevanja in preverjanje uspešnosti vključevanja. Tukaj smo se osredotočili tudi na uporabo umetnostnih besedil, medvrstniške pomoči, slikovnih in videogradiv ter socialnih iger pri izvajanju različnih strategij. Poudarili bomo pa tudi pomen učiteljeve vloge na posameznika, ki pride v nepoznano okolje, ter povezavo med sprejetostjo in učnim uspehom. V empiričnem delu smo izvedli kvantitativno in kvalitativno raziskavo, in sicer smo s profesorji razrednega pouka izvedli anketni vprašalnik. Ugotovili smo, da učitelji zbirajo podatke o učencih priseljencih in se v večini na njihov prihod pripravijo s strategijami, ki pa so načelno usmerjene v razumevanje slovenskega jezika. Učitelji menijo, da so premalo izobraženi in da imajo pri pouku premalo časa, da bi se lahko vsakemu učencu priseljencu posvetili na širši ravni. Učenci, ki so sodelovali v intervjuju, so v večini dejali, da se v šoli počutijo sprejete in da so jih sošolci ter učitelji lepo sprejeli. Ugotovili smo, da so učenci, ki so socialno bolj vključeni pri šolskem delu, tudi uspešnejši. Globalization has led to an increase in global migration, which also affects the Republic of Slovenia. Migrations have an impact on the increasing number of immigrant children in schools. Consequently, classrooms are becoming more ethnically and nationally diverse, which poses a challenge to teachers in terms of lesson planning and integrating students whose first language is not Slovenian. Teachers are forced to strengthen interpersonal relationships and confront and overcome derogatory behaviors, such as prejudices, which undermine the development of positive mutual relations. They must encourage the positive aspects that can arise from the interaction of different cultures, such as becoming acquainted with different customs or unfamiliar languages. In this aspect, teachers' attitudes towards immigrants are crucial, as their approaches influence the opinion of their students. Social inclusion is a key factor for individuals to develop and learn, which is why both social and academic success depend on it. In my master's thesis, we studied the strategies used by primary school teachers to integrate immigrant students and examined the academic and social success of immigrant students in Slovenian elementary schools. The aim is to provide guidelines for working with immigrant students, which will make it easier for primary school teachers to cope with the challenge of integrating immigrant students into the classroom. These guidelines will be especially beneficial for young teachers who are encountering these difficulties for the first time. In the theoretical part, we defined the following concepts: interculturality, integration, social acceptance, and academic success. We also reviewed the articles in Slovenian legislation related to immigrant students. We presented and described various strategies that primary school teachers can use to integrate immigrant students, including preparing for the arrival of immigrant students, integration strategies, and assessing the success of integration. Here we focused on the application of various strategies through the use of creative texts, peer assistance, visual and video materials, and social games. We also emphasized the importance of the teacher's role for individuals entering a foreign environment as well as the link between acceptance and academic success. In the empirical part, we conducted a quantitative and qualitative research study, specifically with primary school teachers using a questionnaire. We discovered that teachers gather information on immigrant students and, for the most part, prepare for their arrival with strategies primarily aimed at understanding the Slovenian language. Teachers feel that they lack the education and time available for lessons necessary to devote themselves to each immigrant student at a broader level. The students who participated in the interviews mostly stated that they feel accepted at school and that their classmates and teachers have received them warmly. Additionally, we discovered that students who are more socially included typically perform better academically.

V strokovni literaturi zasledimo, da sta čezmerno hranjenje in debelost otrok in mladostnikov z motnjami v duševnem razvoju (v nadaljevanju MDR) skrb vzbujajoč problem 21. stoletja, ki se ga strokovnjaki zavedajo in nanj opozarjajo. Debelost sodi med dejavnike tveganja za nastanek številnih bolezni in s tem posledično zmanjšanja kakovosti življenja. Kljub ukvarjanju s to perečo problematiko pri otrocih, mladostnikih in odraslih se neredko izpuščajo najranljivejše skupine, otroci in mladostniki z lažjimi motnjami v duševnem razvoju (v nadaljevanju LMDR) ter otroci in mladostniki s pridruženimi motnjami. Z opredelitvijo motenj in njihovih značilnosti ter dejavnikov tveganja v povezavi s prehranjevanjem ob oceni stanja prehranjenosti in vplivom navedenega na socialno vključenost in možnost ozaveščanja je mogoče identificirati položaj učencev v Centru Janeza Levca (v nadaljevanju CJL) ter orisati vpliv čezmerne mase na sprejetost posameznika v okolju. Pri empiričnem delu raziskave smo uporabili deskriptivno metodo pedagoškega raziskovanja in kvantitativni raziskovalni pristop. Anketirali smo 104 učence z LMDR tretjega vzgojno-izobraževalnega (v nadaljevanju VIZ) obdobja z LMDR v CJL, ki obiskujejo prilagojen program z nižjim izobrazbenim standardom (v nadaljevanju PPNIS). S pomočjo anketirancev smo ugotavljali aktualno stanje prehranjenosti, vpliv stopnje prehranjenosti na socialno vključevanje, vpliv spola, starosti in pridruženosti motenj avtističnega spektra (v nadaljevanju MAS) na prehranjenost učencev z LMDR ter poznavanje in upoštevanje smernic za ohranjanje ustrezne mase anketirancev. Ugotovitve naše raziskave kažejo, da ima slabi dve tretjini anketirancev tretjega VIZ obdobja v CJL normalno telesno maso (v nadaljevanju masa), slaba petina pa jih je čezmerno hranjenih ali debelih. Starost, spol niti pridruženost MAS ne vplivajo na prehranjenost anketirancev. Podatki raziskave glede vpliva stopnje prehranjenosti in vpliva na njihovo samopodobo kažejo, da med anketiranci najmanjše zadovoljstvo z lastnim telesom in maso izkazujejo debeli otroci, najbolj so s svojo maso zadovoljni podhranjeni otroci, z lastnim telesom pa anketiranci s čezmerno maso. Zaradi številnih pozitivnih vidikov normalne mase in spodbujanja družin in posameznikov z MDR k temu bi bilo smiselno sistemsko oblikovati strategije, s katerimi bi pripomogli k spodbujanju k zdravemu načinu življenja. Research shows that overeating and obesity among children and adolescents with intellectual disabilities (ID) are becoming growing issues in the twenty-first century. Obesity is a key factor for several diseases, leading to a lower quality of life. Despite the increased focus on this serious problem in children, adolescents, and adults, the most vulnerable groups, i.e., children and adolescents with mild intellectual disability (MID) and associated disorders, are often overlooked in practice. By defining disorders, their characteristics, and eating-related risk factors, and assessing the nutritional status and its impact on social inclusion and raising awareness, it was possible to assess the situation of students at the Special Education Centre Janez Levec Ljubljana (CJL) and determine the impact of excess weight on social acceptance of the individual. The empirical part of the research used the descriptive method of research. A quantitative research approach was taken. We interviewed 104 third-educational-cycle students with MID attending the adapted education programme with lower performance criteria at CJL. With the help of the respondents, we wanted to determine the following: current nutritional status the impact of nutritional status on social acceptance the impact of sex, age, and the presence of autism spectrum disorder (ASD) on the nutritional status of students with MID and knowledge of and compliance with the guidelines for maintaining a healthy weight. The findings of our study showed that just under two-thirds of the CJL respondents were in the normal-weight range and that one-fifth were overfed or obese. Age, sex and associated ASD did not impact the nutritional status of the respondents. The survey data on the level of overnutrition and its impact on self-esteem showed that obese children were the least satisfied with their bodies and weight. Undernourished children were the most satisfied with their weight, while the overweight respondents were the most satisfied with their bodies. Given the many positive aspects of the normal weight range among families and individuals with ID, it would make sense to develop systemic strategies to help promote healthy lifestyles.

V magistrski nalogi predstavljam kvazi-naravni eksperiment s katerim sem krepila socialno kohezivnost in socialno sprejetost v tekmovalni skupini ritmične gimnastike. V teoretičnem uvodu naloge, sem sprva opredelila vpliv socialnega okolja na razvoj otrokovega socialnega vedenja. Nato sem predstavila značilnosti malih skupin, pri čemer sem se osredotočila na vrstniške skupine otrok in mladostnikov, ki so predstavljali mojo populacijo. V nadaljevanju sem se navezala na pomemben znotrajskupinski proces, to je socialno sprejetost, ki sem jo predstavila v odnosu s socialnim položajem članov skupine. Ker le socialna sprejetost ni dovolj za stabilno članstvo v skupini, sem definirala še socialno identiteto. Vsa navedena poglavja sem nato zaokrožila v temi kohezivnost skupine, ki sem jo povezala z doseganjem uspeha. V empiričnem delu sem podrobneje predstavila kvalitativno raziskavo, ki sem jo izvedla po kvazi-naravnem eksperimentalnem načrtu z dvema skupinama ritmičnih gimnastičark (starih okrog 10 let), eksperimentalno (ES) in kontrolno skupino (KS). V raziskavi me je zanimalo ali lahko z eksperimentalnim programom vplivam na večjo sprejetost članic ES ter okrepim kohezivnost skupine ter s tem vplivam na njihovo uspešnost. Pred in po izvedbi eksperimentalnega programa, ki je zajemal delavnice, izobraževanje in usmerjene treninge, sem aplicirala sociometrično preizkušnjo v ES in KS ter ocenila njuno uspešnost. Med usmerjenimi treningi sem izvajala opazovanje z udeležbo. Mesec dni po zaključku eksperimentalnega programa sem izvedla skupinsko refleksijo programa z ES. Rezultati so pokazali, da je v ES izločena članica po izvedenem programu bolje sprejeta v skupini ter socialno spretnejša. Znotraj skupine imajo članice pogosteje pozitivne interakcije in se v večji meri spodbujajo kot pred eksperimentom. Prav tako v skupini hitro rešujejo konflikte in vzdržujejo pozitivno socialno klimo. Njihova motivacija je v času eksperimenta narastla, saj so si vedno bolj prizadevale za uspeh skupine, kar je privedlo do njihovega napredka. Spremembe v kohezivnosti in uspešnosti ES so bile večje kot v KS, ki je bila v istem času deležna običajnih treningov. Z raziskavo sem tako dokazala, da se je s pomočjo eksperimentalnega programa v skupini okrepila kohezivnost ter socialna identiteta skupine, ki sta pozitivno vplivali na uspešnost članic skupine. In my master’s thesis I present a quasi-natural experiment with which I was strengthening social cohesion and social acceptance in a rhythmic gymnastics competitive group. In the theoretical introduction I define the impact of social environment on a child’s behavior development. Then, I define characteristics of small groups, where I focus on peer groups of children and adolescents who represent the population of my research. Further on I explain important intra-group process, that is social acceptance, which I present in relation to the social position of the group’s members. However, since social acceptance alone is not enough for a stable membership, I also define what social identity is. At the end I round up all the listed chapters in a topic of group cohesion and connect it with achieving success. In the empirical part I present the qualitative research, that I conducted according to a quasi-natural experimental plan with two groups of rhythmic gymnasts (about 10 years old), an experimental (EG) and a control group (CG). In my research, I tried to find out how can I affect the acceptance and cohesion of the group, with an experimental program, to make the group more successful. I applied a sociometric test in EG and CG and evaluated their performance, before and after the experimental program, which contained workshops, education and targeted trainings. During the targeted trainings, I performed participatory observation. One month after the experimental program, I did a group reflection of the program with the EG. The results showed that, after the program, the excluded member in the EG was better accepted as well as more socially skilled. Within the group, members had positive interactions more often and were more encouraging compared to before the experiment. Moreover they quickly resolved the conflicts and maintained a positive social climate. Their motivation increased during the experiment as they became more committed to the group success. This led to their progress as a group. Changes in the cohesion and performance of the EG were greater than in the CG, who received the ordinary trainings. With my research I proved that the experimental program led to a better cohesion within the group, which also increased the group’s success.

V šoli so vir otrokove čustvene prizadetosti in trpljenja lahko slabi vrstniški odnosi, medvrstniško nasilje in ponižanje, slabi odnosi z učiteljem, nezmožnost zadostiti zahtevam šole, neuspešnost, obup ter tudi izključenost. Ravno izključenost otrok iz razredne skupnosti pa je bil tisti vir, ki sem ga raziskoval v magistrski nalogi. Raziskovalni problem sem osredinil na vlogo svetovalne službe pri preprečevanju socialne izključenosti otrok v osnovni šoli. Odgovore sem iskal na treh področjih raziskovalnih vprašanj: katere preventivne dejavnosti izvajajo socialne delavke za krepitev razredne skupnosti, kako na šoli pristopijo v primeru pojava izključenosti posameznika iz razredne skupnosti in kako socialne delavke prepoznajo in se odzivajo na stisko otrok(a) zaradi nesprejetosti v razredno skupnost. Moja raziskava je kvalitativna, za samo raziskavo sem zbral podatke s pomočjo delno standardiziranega intervjuja, ki sem ga opravil s šestimi socialnimi delavkami, zaposlenimi v osnovnih šolah. Z raziskavo sem ugotovil, da socialne delavke izvajajo različne socialne igre, preventivne delavnice in pogovore za krepitev razredne skupnosti. Kot najbolj učinkovite preventivne oblike dejavnosti za preprečevanje izključenosti posameznika iz razredne skupnosti so se pokazale socialne igre in delavnice. Za ponovno vključevanje učenca v razred izvajajo socialne delavke interventne aktivnosti, kjer izvajajo pogovore, tematske razredne ure na temo sprejemanja in delavnice z namenom učenja socialnih veščin. Šolska skupnost na pojav izključenosti otroka iz razredne skupnosti reagira in ukrepa takoj, samo nesprejetost učenca socialne delavke opazijo po tem, da je učenec velikokrat sam. Nesprejeti otroci lahko v želji po preseganju lastne nesprejetosti pokažejo željo po sodelovanju v določeni skupini, ob tem mora tudi razred sprejeti učenca medse. Z raziskavo sem tudi ugotovil, da pogovor predstavlja najboljšo metodo za pomoč s strani socialnih delavk, socialno delovni odnos pa je bil predstavljen kot velika prednost, ki jo imamo socialni delavci v primerjavi z drugimi svetovalnimi delavci v timu. Moj predlog je, da se v osnovnih šolah zaposli več svetovalnih delavcev in da bi bil v vsaki osnovni šoli zaposlen vsaj en socialni delavec v timu svetovalne službe. Predlagam tudi izvedbo še več preventivnih dejavnosti ter večkratne in periodične delavnice o pozitivnih učinkih vključevanja vseh v razredno skupnost na razredno klimo. The source of a child's emotional distress and suffering at school can be poor peer relationships, peer violence and humiliation, poor relationships with the teachers, inability to meet school requirements, failure, despair and also exclusion. The exclusion of children from the class community is the main topic that I researched in my master's thesis. The main purpose of my work was to examine what is the role of counseling service in primary school for preventing social exclusion among children. I was looking for answers in three main aspects: which preventive activities are carried out by social workers in primary school in class for pupils to strenghten the class community how does the whole school as a community react on social exclusion in class and how is understanding of distress caused by social exclusion recognized by social workers and how do they respond on it. My research, for which I choose to collect data from partially structured interviews, is qualitative. I have interviewed six social workers employed in primary schools in Slovenia. Through research I found that social workers conduct a variety of social games, prevention workshops and conversations to strengthen the class community. Social games and workshops have proven to be the most effective preventive forms of activities to avert exclusion of an individual from the class community. To reintegrate excluded peer into the class, social workers carry out intervention activities where they conduct interviews, thematic classes on the topic of acceptance, and workshops with the aim of learning social skills. The school community immediately reacts and acts on the phenomenon of a child's exclusion from the class community. Social workers usually noticed the rejection of a peer when they are often isolated from the rest of the class. Unaccepted children may show desire to participate in a certain group longing to overcome their own non-acceptance, and the class must also accept that child among themselves. Through research I also found that conversation is the best method of help carried out by social workers, and the welfare service relations was presented as a great advantage that social workers have over other counselors on the school counseling team. I suggest more counselors be recruited in primary schools and that at least one social worker in the counseling service team be employed in each primary school. I also suggest carrying out even more preventive activities as well as repeated and periodic workshops on how involving everyone in the class community positively effects the class dynamics.

V diplomskem delu raziskujemo sprejemljivost različnih tehnologij za proizvodnjo električne energije. Tehnologije so bile definirane na podlagi osmih vrst elektrarn. Izbrane so bile naslednje: termoelektrarna na premog, termoelektrarna na zemeljski plin, jedrska elektrarna, hidroelektrarna, sončna elektrarna, vetrna elektrarna, elektrarna na biomaso in geotermalna elektrarna. Pri ugotavljanju sprejemljivosti tehnologij smo bili pozorni na tri pojme: okolje, družba in elektroenergetski sistem (EES). Da bi ovrednotili okoljsko sprejemljivost proizvodnje električne energije (PEE), smo morali izpostaviti vplive, ki jih ima PEE na okolje. Prevladovali so negativni vplivi, od dobro poznanega onesnaževanja zraka termoelektrarn na premog in radioaktivnega onesnaževanja jedrskih elektrarn, do malo manj znanih negativnih posledic pridobivanja zemeljskega plina in okoljskih problematik proizvodnje akumulatorjev. Pri družbeni sprejemljivosti je največ pozornosti pritegnil odnos, ki se je ustvaril med človekom in jedrskimi elektrarnami. Naravo odnosa so v veliki meri oblikovale jedrske nesreče v Černobilu, Fukušimi in drugje. V nadaljevanju pišemo tudi o obnovljivih virih električne energije in kako so bili ti zmožni pritegniti pozornost družbe. Cilj petega poglavja je bil podati elektrotehnično ozadje, katerega ne smemo spregledati ob raziskovanju najbolj primerne okoljske in družbene tehnologije za PEE. Preko razumevanja, kakšno vlogo imajo različne elektrarne v EES, smo lahko izpostavili, da okoljsko in družbene sprejemljive tehnologije (z zelo malo negativnimi vplivi na okolje in družbo), kot so vetrne in sončne elektrarne, niso vedno tudi tehnično sprejemljive. Nerazpoložljivost in nepredvidljivost PEE s strani teh tehnologij je le ena izmed težav. Poleg vloge tehnologij v EES, smo pisali tudi o stroških in sistemskih storitvah elektrarn ter o sami kvaliteti PEE, ki se izraža v razpoložljivosti in predvidljivosti. V praktičnem delu diplomske naloge je bil ustvarjen spletni vprašalnik. Namen tega je bil razširiti tematiko družbene sprejemljivosti PEE s konkretnimi podatki. Vprašalnik je bil zasnovan v obliki testa, v katerem smo preverjali poznavanje tehnologij za PEE. Vprašanja so zadevala tematike onesnaževanja, porabe premoga, varnosti jedrskih elektrarn, radioaktivnega sevanja ter obnovljivih virov električne energije. Drugi del ankete, je bil namenjen zbiranju osebnih mnenj anketirancev glede tehnologij PEE. Anketiranci so se morali opredeliti glede podpore za gradnjo jedrskih elektrarn ter vetrnih in sončnih elektrarn. Izprašani so bili tudi glede varnosti jedrskih elektrarn, problematičnosti vetrnih elektrarn ter umestitve elektrarn v prostor. Iz rezultatov vprašalnika smo potrdili začetne predpostavke ankete. Ljudje si težko predstavljajo, koliko premoga porabi ena termoelektrarna na premog. Jedrske nesreče so zelo močno vplivale na to, kaj si anketiranci oziroma družba misli o jedrskih elektrarnah. Zelena podoba vetrnih in sončnih elektrarn je veliko anketirancev prepričala, da bi idealna proizvodnja EE vsebovala samo ti dve vrsti elektrarn. Ugotovimo, da so tehnologije PEE veliko več kot samo fizikalen sistem, temveč živijo soodvisno z okoljem, človekom in elektroenergetskim sistemom. In my final thesis we research acceptability of different technologies for electricity production. These technologies have been defined on the foundation of eight types of power plants. The next were chosen: coal-fired power plant, gas-fired power plant, nuclear power plant, hydroelectric power plant, solar power plant, wind power plant, biomass power plant and geothermal power plant. When determining the acceptability of these technologies, we were attentive on these three concepts: environment, society and the power system. To evaluate environment’s acceptability of electricity production, we needed to expose the effect that electricity production has on the environment. Bad effects have prevailed, from well known air pollution of coal-fired power plants and radioactive pollution of nuclear power plants, to less known negative effects of natural gas extraction and environmental issues of battery production. In terms of social acceptability the most interesting was the relationship that formed between man and nuclear power plants. The nature of these relationship was mostly dictated by nuclear disasters that happened in Chernobyl, Fukushima and elsewhere. We also write about renewable electricity generation and how it was able to attract societies’ attention. The goal of the fifth chapter was to give an electrotechnical background, which we cannot overlook while researching the most appropriate technology for electricity production. Through understanding, what kind of role do different kinds of power plants have in the power system, we could expose that societally and environmentally acceptable technologies (with little negative effects on environment and society), such as wind and solar power plants, are not always also technically acceptable. Unavailableness and unpredictability of electricity production from these technologies is just one of these problems. In addition to the roles technologies have in the power system, we had written about the costs and systemic services of power plants and also about the quality of electricity production, which expresses itself in the availability and predictability. The practical part of the final thesis consists of an online survey. The point of it was to extend the theme of social acceptance of electricity production with concrete data. The survey was developed in a form of a test, in which we tested acquired knowledge on electricity production technologies. The questions encompassed themes of pollution, coal consumption, security of nuclear power plants, radioactive radiation and renewable energy sources. The second part of the survey was designed to gather personal opinions of interviewees about electricity production technologies. The interviewees needed to take a side about supporting nuclear, solar and wind power plant construction. They were also asked about the safety of nuclear power plant, the issues of wind power plants and positioning power plants into the environment. From the results of the survey we confirmed the initial hypothesis we had. People find it hard to imagine, how much coal does one coal-fired power plant use. Nuclear disasters had a strong effect on what the interviewees or in fact the whole society thinks of nuclear power plants. The green appearance of wind and solar power plants convinced a lot of the interviewees, that the ideal electricity production would consist only of these two types of power plants. We find out, that technologies of electricity production are much more than just a physical system, rather they live in symbiosis with the environment, society and the power system.

Posamezniki s posebnimi potrebami so bili vso zgodovino odrinjeni na obrobje in bolj ali manj socialno izključeni. Nova paradigma ter ideje in gibanje integracije in nato inkluzije so prinesle mnoge spremembe, ki so jih usmerjali številni mednarodni dokumenti. S tem so se zmanjševale tudi možnosti za socialno izključevanje. Magistrsko delo je razdeljeno na dva dela na teoretični in empirični del. V prvem delu so opredeljeni otroci s posebnimi potrebami, podrobneje je opisano inkluzivno izobraževanje. Predstavljena je tudi vloga učitelja pri vključevanju učenca s posebnimi potrebami v razred, sodelovanje in komunikacija učitelja ter odnosi v razredu. V empiričnem delu je predstavljena raziskava, v kateri so sodelovali učitelji razrednega in predmetnega pouka. Podatke smo zbirali s pomočjo anketnih vprašalnikov in jih obdelali v statističnem programu SPSS. Raziskava je pokazala, da je večina učiteljev pridobila znanje za delo z učenci s posebnimi potrebami z obiski seminarjev in dodatnih izobraževanj. Več kot polovica anketirancev je mnenja, da je potrebno učence s posebnimi potrebami vključevati v redne osnovne šole. Ugotovili smo, da učitelji razrednega pouka namenijo več pozornosti vključevanju učencev s posebnimi potrebami v razred kot učitelji predmetnega pouka. Prav tako smo ugotovili, da večina učiteljev poskuša izboljšati socialno sprejetost učencev s posebnimi potrebami s pogovorom. Through the history, individuals with special needs have been put on the edge of community being more or less socially excluded. New paradigm as well as ideas and integration movement and subsequently inclusion have brought a whole range of changes, which were directed by several international documents. By doing so, opportunities for social exclusion have decreased. This master's thesis consists of two parts, namely the theoretical and the empirical part. First part presents a definition of children with special needs as well as a detailed description of inclusive education. In addition, the role of a teacher in social inclusion of a student with specials needs into classroom community, cooperation and communication of a teacher and classroom relations are presented. The empirical part focuses on a research, which teachers of the first cycle and teachers of the second cycle of primary education took part in. The data were collected using a questionnaire and analysed with the help of a statistical programme SPSS. The results showed that most of the teachers had gained knowledge required for working with students with special needs through seminars and further education. More than a half of interviewees believe students with special needs should be included in regular primary schools. We found out that teachers of the first cycle of primary education draw more attention to inclusion of students with special needs into classroom community compared to the teachers at the second cycle of primary education. We also came to a finding that most of the teachers tend to improve social acceptance of students with special needs through conversation.

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 polstrukturiranega 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. 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.

Z razvojem informacijske tehnologije so družbena omrežja postala del našega vsakdanjega življenja, še posebej pri mladostnikih, ki so največji uporabniki socialnih omrežij. V tem obdobju imajo prijateljski in vrstniški odnosi velik pomen za kvaliteto življenja posameznega mladostnika. S širitvijo uporabe spletnih omrežij se je pojavil nov koncept – spletno prijateljstvo. V raziskavi sem želela ugotoviti, v kakšnem odnosu so kvaliteta in obseg nespletnih in spletnih prijateljstev, kako so ta prijateljstva povezana s socialno sprejetostjo ter socialno in čustveno samopodobo pri mladostnikih. Raziskava je bila izvedena na 336 učencih 8. in 9. razreda. V raziskavi sem uporabila prirejen vprašalnik kvalitete prijateljstva, sociometrično preizkušnjo, vprašalnik samopodobe ter vprašalnik o prijateljski mreži. Rezultati so pokazali, da ima večina učencev spletne prijatelje. Obseg spletnih prijateljstev je večji kot obseg nespletnih, pri čemer se spletna in nespletna prijateljstva prekrivajo. Kvaliteta nespletnega prijateljstva se razlikuje od kvalitete spletnega v tem, da ima več pozitivnih in več negativnih značilnosti prijateljstva. Učenci, uvrščeni v določene sociometrične skupine, se med seboj razlikujejo v konstruktivnem nespletnem prijateljstvu in v količini nespletnih prijateljev. Najbolj izrazite so razlike med priljubljenimi in zavrnjenimi učenci. Mladostniki z različno količino nespletnih prijateljstev se med seboj razlikujejo v socialni, ne pa tudi emocionalni samopodobi. Učenci, ki imajo boljšo socialno samopodobo, imajo bolj kvalitetna nespletna prijateljstva. Spletno nekonstruktivno prijateljstvo se pozitivno povezuje s socialno samopodobo. Pomembnih povezav med kvaliteto prijateljstva in emocionalno samopodobo nismo ugotovili. The advances in information technology have resulted in the presence of social media in everyday life. Adolescents are the most common users of social media. Friendship and peer relations are especially important in this period for quality of life of every adolescent. With popularisation of the social media a new concept has emerged – online friendship. In my research I focused on investigating how quality and quantity of online and offline friendships are related, and how different aspects of friendships are related to social acceptance and social and emotional self-concept in a group of adolescents. A total of 336 eighth and ninth grade students participated in the study. The research methods were: friendship quality questionnaire, sociometric technique, self-concept questionnaire and friendship network questionnaire. The results show that the majority of students have online friends. Online friendships are of greater quantity than offline ones, and the groups overlap. The quality of offline friendship differs from that of online friendship – there are both more positive and more negative characteristics in offline friendship. Students in different sociometric groups differ in levels of constructive offline friendship and quantity of offline friendships. The popular and the rejected group of students are the most distinct. Adolescents with different quantity of offline friendships show differences in social self-concept, but not in emotional self-concept. Students with higher social self-concept have higher quality of offline friendships. There was a positive relationship between online nonconstructive friendship and social self-concept. No significant relationship was found between friendship quality and emotional self-concept.

V zadnjih desetletjih se Slovenija sooča z množičnimi migracijski tokovi iz nekdanjih jugoslovanskih republik, od koder prihaja največ tujih priseljencev v naši državi. Po določilih šolske zakonodaje imajo otroci tujih državljanov, ki bivajo v Republiki Sloveniji, pravico do vključevanja v osnovno šolo pod enakimi pogoji kot otroci slovenskih državljanov vendar otrokom samo dostop do vzgoje in izobraževanja še ne zagotavlja uspešne inkluzije in s tem povezane učne uspešnosti ter socialne vključenosti. Namen naše raziskave je, da preučimo tri področja uspešnosti inkluzije: socialno vključenost, učno uspešnost ter čustveno-motivacijski odnos do obiskovanja osnovne šole. Hkrati želimo raziskati, kako poteka postopek inkluzije otrok priseljencev in kakšne ukrepe sprejema šola za bolj uspešno vključitev otrok priseljencev. Podatke smo pridobili s polstrukturiranimi intervjuji, ki smo jih izvedli s tremi skupinami udeležencev: z učitelji, starši in otroki priseljenci odgovore smo analizirali po metodi utemeljene teorije. Ugotovili smo, da je večina otrok priseljencev, ki so sodelovali v raziskavi, uspešno vključena v osnovne šole. Učna uspešnost otrok je v večini primerov dobra, prav dobra ali odlična, na kar, poleg znanja slovenskega jezika, vplivajo še intelektualne sposobnosti otroka, delo doma, prilagoditve pri pouku in znanje slovenskega jezika pri starših. Večina otrok, ki so sodelovali v raziskavi, je med sovrstniki dobro sprejeta, na socialno sprejetost pa, poleg znanja slovenskega jezika, vplivajo še: osebnost otroka, njegove socialne veščine, vključenost v obšolske dejavnosti, pomoč sošolcev in stališča drugih do priseljencev. Prav tako sta pri njih visoka tudi motivacija in interes za obiskovanje osnovne šole na kar v največji meri vplivata prav učna uspešnost in socialna sprejetost. Z raziskovalnim delom smo osvetlili primere dobrih praks pri delu z otroki priseljenci ter identificirali tiste dejavnike, ki vplivajo na uspešnost inkluzije. Over the past few decades, Slovenia has been facing massive migration flows from the former Yugoslavian republics, from which the largest number of foreign immigrants in our country originates. Under the provisions of the education legislation, the children of foreign citizens residing in the Republic of Slovenia are given the right of primary school integration under the same conditions as the children of Slovenian citizens however, the access to education itself represents neither a guarantee of successful inclusion nor an assurance of related academic performance and social inclusion. The purpose of our research is to study three areas of inclusion effectiveness: The social acceptance, the academic performance and the emotion-motivation based relationship towards primary school attendance. At the same time, we wish to explore the process of immigrant children inclusion and the measures taken by the school for a more successful integration of immigrant children. The data was obtained with semi-structured interviews performed with three groups of participants: namely the teachers, parents and the immigrant children themselves the answers were analysed based on the method of grounded theory. We have established that most immigrant children that were part of the research are successfully integrated in primary schools. The academic performance of children is in most cases good, very good or excellent which is, besides the knowledge of the Slovenian language, also influenced by intellectual abilities of children, their work at home, their ability to adapt to the course of classes and their parent´s knowledge of the Slovenian language. Most children who were part of the research are well accepted among their peers the social acceptance is influenced by their knowledge of the Slovenian language as well as their personality, their social skills, integration in extracurricular activities, the assistance of their fellow peers and the general view of immigrants. Also, their motivation and interest in attending primary school is at a high level which is to a greater extent dependant on their academic performance and social acceptance. Our research work helped to cast some light on examples of good practices in working with immigrant children and to identify the factors that influence the inclusion effectiveness.

Šola ni le socialni kontekst za usvajanje učne snovi, temveč tudi za učenje socialnega vedenja (Košir, 2013), zaradi česar ne gre zanemarjati pomena socialnih odnosov, ki jih učenec sooblikuje znotraj vrstniških skupin. Tako se raziskave na področju pedagoške psihologije ne osredotočajo več le na kognitivne vidike šolanja (Pellegrini in Blatchford, 2000), ampak vse bolj tudi na učenje, razvoj in šolanje v luči socialnega konteksta, torej z upoštevanjem medvrstniških odnosov, socialne sprejetosti, pripadnosti skupini ali potrebe po povezanosti v učnem procesu. Tako doktorska disertacija obravnava odnos med socialnimi in učnimi spremenljivkami, natančneje pa smo želeli ugotoviti odnos med merami stopnje zadovoljenosti potrebe po povezanosti (zaznana učna in osebna opora s strani vrstnikov, razredna klima in učiteljeva ocena socialne sprejetosti učenca) in merami aktivnega vključevanja v pouk angleškega jezika (učiteljeva ocena in učenčeva samoocena zavzetosti pri pouku angleščine ter tesnobnost pri pouku angleščine) ter ugotoviti, ali je odnos med obema sklopoma spremenljivk specifičen glede na spol učencev. Naš raziskovalni načrt sicer ni omogočal preverjanja vzročnih odnosov med posameznimi merami zadovoljene potrebe po povezanosti in aktivnega vključevanja v pouk angleščine. Zaradi tega tudi nismo mogli sklepati o smeri odnosov, temveč smo na osrednje raziskovalno vprašanje o odnosu med merami zadovoljene potrebe po povezanosti in aktivnim vključevanjem v pouk angleškega jezika, odgovarjali s pomočjo korelacij in napovednih vrednosti med posameznimi merami. V raziskavi je sodelovalo 535 učencev iz 35 oddelkov sedmih osnovnih šol iz mestnega in primestnega okolja ter 11 učiteljev angleškega jezika, ki poučujejo v izbranih oddelkih. S pomočjo vprašalnika smo od udeležencev pridobili podatke o posameznih merah zadovoljene potrebe po povezanosti – zaznana opora s strani vrstnikov, razredna klima in učiteljeva ocena učenčeve socialne sprejetosti, in posameznih merah aktivnega vključevanja v pouk angleškega jezika – učenčeva ocena čustvene in vedenjske zavzetosti, učiteljeva ocena učenčeve zavzetosti in tesnobnost pri pouku tujega jezika. Na podlagi pridobljenih podatkov smo ovrednotili izhodiščne raziskovalne hipoteze in ugotovili, da zadovoljena potreba po povezanosti in spol v različni meri napovedujejo aktivno udeležbo učencev pri pouku angleškega jezika, in sicer je zadovoljena potreba po povezanosti napovednik vseh mer aktivnega vključevanja v pouk - najmočneje učenčeve čustvene zavzetosti ter učiteljeve ocene učenčeve zavzetosti, a tudi učenčeve ocene vedenjske zavzetosti in tesnobnosti pri pouku tujega jezika. Ugotovili smo, da je za učence, ki zaznavajo višjo učno in osebo oporo s strani vrstnikov ter so s strani učiteljev ocenjeni kot bolj sprejeti, značilna višja zavzetost in nižja tesnobnost, kakor smo tudi v raziskavi opredelili višjo aktivno udeležbo pri pouku angleškega jezika. Ravno tako podatki kažejo, da je spol pomemben napovednik aktivnega vključevanja v pouk, saj je odnos med merami potrebe po povezanosti in aktivnega vključevanja v pouk pri dekletih močnejši ter, da spol pozitivno napoveduje vse mere aktivnega vključevanja v pouk angleškega jezika, razen tesnobnost. Naše ugotovitve imajo izjemno pomembno praktično vrednost v šolskem okolju, saj kažejo na pomembno mesto socialnih spremenljivk pri poučevanju tujega jezika oziroma v procesu šolanja nasploh. Na podlagi naših ugotovitev smo oblikovali smernice, s pomočjo katerih lahko učitelji tujega jezika in šola s poznavanjem vloge zadovoljene potrebe po povezanosti v šoli pripomorejo k večji aktivni udeležbi učencev pri pouku tujega jezika, kar se v šoli kaže kot večja želja po učenju ter sodelovanje in prizadevnost pri šolskem delu. School cannot be merely defined as a content-learning context, but also an environment in which pupils learn social behaviour (Košir, 2013). Because of this, we cannot simply overlook the importance of social relationships children form within their peer groups. Therefore, research in the field of educational psychology no longer focuses only on the cognitive aspects of learning (Pellegrini and Blatchford, 2000) but on learning, development and education in a social context, taking into account peer relationships, social acceptance, belonging and relatedness in the learning process. Therefore, our doctoral thesis aimed to investigate the relationship between social and academic variables. More specifically, the relationship between the measures of satisfied need for relatedness (perceived academic and personal peer support, classroom climate and teacher’s assessment of pupil’s social acceptance) and the measures of active engagement in EFL lessons (teacher assessment and student self-assessment of engagement and foreign language anxiety), as well as possible gender differences. Our research plan did not enable to investigate the causal relations between the measures of satisfied need for relatedness and active engagement, which prevented us from concluding on the direction of the relationship between the two concepts. However, we did answer the main research question on the relationship between individual measures of satisfied need for relatedness and active engagement using correlations and predictive values of individual measures that were included in the research. The research included 535 pupils from 35 different urban and suburban primary schools (aged 12 to 15) as well as 11 language teachers who taught the pupils participating in the research. The self- and teacher-report questionnaires were used to assess measures of satisfied need for relatedness (perceived academic and personal peer support and the teacher’s assessment of the pupil’s social acceptance among peers) and active engagement (pupil's assessment of behavioural and emotional engagement, teacher's assessment of pupil's engagement and anxiety). Using the gathered data, we were able to examine the research hypotheses. Our results indicated that satisfied need for relatedness and gender differently predict all measures of active engagement. The predictive value of need for relatedness was the strongest for student's emotional engagement and the teacher's assessment of pupil's engagement, followed by the pupil's behavioural engagement and foreign language learning anxiety. Based on this we can conclude that students who report of higher peer support and are assessed as more socially accepted by their teachers experience higher engagement (self-assessed and teacher-assessed) and lower foreign language learning anxiety. Gender turned out to be an important predictor of active engagement. The relationship between the measures of relatedness and active engagement was stronger for girls, while gender positively predict all measures of active engagement, which is higher for girls, apart from anxiety. Our findings have important practical implications as they point out the important role of social variables in the context of teaching foreign language and education in general. Based on this we drew up several guidelines, which can help EFL teachers and schools boost active engagement of their pupils, resulting in pupils who are eager to learn and actively participate in the learning process.

V prispevku analiziramo nekatere dejavnike učnega okolja z vidika enega izmed najbolj uveljavljenih modelov motivacije hierarhije potreb Abrahama Maslowa. Ta model lahko učitelju predstavlja smiselno orodje za analizo možnih dejavnikov manj ustrezne učenčeve učne prilagojenosti. Na posameznih ravneh potreb predstavljamo nekatere koncepte, ki predstavljajo dejavnike učnega okolja. Na ravni fizioloških potreb navajamo pregled raziskav, ki so preučevale ergonomske dejavnike učnega okolja. Na ravni potreb po varnosti opisujemo koncepta vodenja razreda in medvrstniškega nasilja ter predstavljamo nekatere ključne raziskovalne ugotovitve na obeh področjih. Na ravni potreb po sprejetosti in ljubezni analiziramo vidike pozitivne razredne klime ter opisujemo koncept socialne sprejetosti učencev. Znotraj potrebe po samospoštovanju in dosežkih umestimo sodobna spoznanja o oblikovanju učne samopodobe učencev. Koncept zanosa pa predstavljamo kot enega izmed ključnih dejavnikov, ki učitelju omogočajo uresničevanje potrebe po samouresničevanju ter spodbujanje osebnostnega razvoja učencev. Na osnovi pregleda raziskav na navedenih področjih izpeljemo nekaj priporočil, ki učitelju omogočajo učinkovito spodbujanje celostnega razvoja učencev. This paper provides a new analysis of some learning environment factors from the point of view of one of the most established motivational models, i.e. Maslow's hierarchy of needs. For a teacher, this model can represent a meaningful tool for the analysis of the potential factors of pupils' inadequate school adjustment. Some psychological constructs that can be conceptualized as learning environment factors are presented at specific levels of needs. As regards the level of physiological needs, this paper provides an overview of research studies on ergonomic factors of learning environment. As for safety needs, the paper outlines the concepts of classroom management and peer-to-peer violence, and presents some main research findings in both fields. The analysis regarding the level of love and belonging includes aspects of positive classroom climate and the concept of pupils' social acceptance. Contemporary findings about the development of pupil's academic self-concept are presented within the self-esteem and achievements needs. Flow is considered to be one of key factors that help teacher satisfy the self-actualization needs and stimulate pupils' personal development. On the basis of this analysis, some implications and recommendations are given to help teachers efficiently encourage an integrated approach to pupil development.

V teoretičnem delu diplomskega dela utemeljujem pomen socialnih odnosov, socialne kompetentnosti, vrstniških odnosov, predstavim socialne igre in kot glavno temo diplomskega dela natančno predstavim sociometrično preizkušnjo. Pri sociometrični preizkušnji me zanima njena izvedba in kako obdelamo ter prikažemo podatke. V empiričnem delu diplomskega dela so predstavljeni podatki sociometrične preizkušnje. V raziskavo so bili vključeni otroci iz enega izmed celjskih vrtcev v šolskem letu 2013/2014. Otroci so bili stari od štiri do šest let. V vzorec je bila vključena ena skupina s triindvajsetimi otroki. Uporabila sem deskriptivno metodo empiričnega pedagoškega raziskovanja. Odgovore anketnih vprašalnikov nisem obdelovala. Zapisani so kot so bili podani. Odgovori otrok so zbrani v sociomatriki in v sociogramu. Poleg sociometrične preizkušnje sem izvedla tudi anketni vprašalnik, da bi lahko primerjala ugotovitve vzgojiteljice, njene pomočnice ter svoje ugotovitve s sociometrično preizkušnjo. Anketirane smo ugotovile in s pomočjo sociometrične preizkušnje potrdile, da so otroci med seboj povezani, se čutijo pripadne skupini, a se grupirajo v manjše skupine. Iz dobljenih ugotovitev lahko sklepam, da vzgojiteljica in pomočnica precej dobro poznata svojo skupino. Iz pridobljenih ugotovitev lahko trdim, da se je sociometrična preizkušnja pokazala kot smiseln način za preučevanje vrstniških odnosov v vrtcu. Sociometrična preizkušnja je lahko vzgojiteljem v veliko pomoč, ko dobijo novo skupino, da lahko vidijo, katere vezi je potrebno med otroki še posebej utrditi. In the theoretical part of my thesis, I substantiate the importance of social relations, social competence, peer relationships, and I introduce social games. As the main topic of the thesis, I accurately present a sociometric test. In sociometric testing, I'm interested in how it works and how data are processed and displayed. The empirical part of the thesis presents the data of the sociometric test. The study included children from one of the Celje kindergartens in the school year 2013/2014. The children were four to six years old. A group of twenty-three children was included in the sample. I used the descriptive method of empirical pedagogical research. I did not process the answers to questionnaires. They are recorded as they were given. Children's answers are collected in sociometry and sociogram. In addition to the sociometric test, I also conducted a survey questionnaire in order to compare the findings of the educator, her assistant and her findings with a sociometric test. It was found out and confirmed with the help of sociometric testing that children feel connected to each other, they feel belonging to the group, but they are grouped into smaller groups. From the findings I can conclude that the educator and the assistant know their group quite well. From the obtained findings, I can claim that the sociometric test proved to be a sensible way of studying peer relationships in kindergarten. Sociometric testing can help a lot of educators when they get a new group so they can see which ties especially need to be strengthened among children.

Svet, kot ga poznamo danes, neutrudno bodri človeka k nenehni socialni udeleženosti, ob hkratni zahtevi, da je omenjeno socialno delovanje tudi kakovostno, če ne že vrhunsko. Storilnostna naravnanost družbe rezultira v stresnih, konfliktnih in odgovornih situacijah. Takšne razmere kličejo po nujnosti stalne dinamičnosti posameznika v procesih izobraževanja in izpopolnjevanja. Ob vsem tem je nepogrešljiv kakovostni razvoj lastne osebnosti. Programe, ki bodo mladostnikom in mladim ponudili oporo na poti osebnostne rasti, vidim v treningih socialnih veščin in konkretno v treningu asertivnosti. Namen magistrskega dela je bil preučiti vpliv treninga asertivnosti na socialno sprejetost učencev ter evalvirati intervencijo treninga asertivnosti, tako s perspektive udeležencev kot tudi s perspektive mojih refleksij po izvedenih delavnicah. Praktičen del naloge zajema pripravo in izvedbo treninga asertivnosti, sestavljenega iz šestih delavnic. Kvantitativni del vključuje aplikacijo sociometrične preizkušnje in tehnike »Kdo je kdo« na osmi razred osnovne šole pred treningom asertivnosti in po njem. Kvalitativni del, ki predstavlja večino rezultatov raziskave, pa zajema refleksije moderatorke po vsaki delavnici ter podatke, pridobljene z intervjuji, in njihovo analizo po postopkih utemeljene teorije. Po koncu analize sem 85 kod povezala v 6 konceptov. Nastale koncepte sem oblikovala v Model izkušnje TA (treninga asertivnosti). V modelu pojasnjujem izkušnjo učencev s treningom asertivnosti. Kot najpomembnejši komponenti izkušnje sta se izkazali Dinamika TA in Aplikativna vrednost TA. S sociometrično preizkušnjo in tehniko »Kdo je kdo« sem preverjala spremembe v socialni sprejetosti učencev, udeleženih na treningu asertivnosti. Rezultati nakazujejo večjo socialno sprejetost omenjenih učencev v njihovem razredu. Podatki veljajo le za vključeni razred in jih ne posplošujem na populacijo. Ključni in izvirni prispevek raziskave predstavlja hipoteza o razumevanju izkušnje učencev s treningom asertivnosti, kar razlagam skozi Model izkušnje TA. The world as we know it insists that we take an active part in society at all times while also expecting one's performance to be proficient, if not superior, for that matter. In such a performance-driven culture, the pressure to be as productive as possible coupled with increased personal responsibility results in stressful, conflict and ever more challenging situations, which calls for an individual to be constantly on the go, dynamic and ever-ready, while also taking good care of personal growth and well-being throughout the education process. To this end, I propose social skills training programmes specifically, assertiveness training, as a solution to successful personal growth for young generations. The purpose of the present master's thesis is thus to study the effects of assertiveness training on social acceptance of primary school students by evaluating the training intervention results, taking into account both the participants' perspective and my own observations on the reflections from the training workshops. In line with this development, the empirical research includes the preparation and implementation of assertiveness training, consisting of a series of six workshops. While the quantitative research includes the use of a sociometric test and the "Guess Who" technique with eighth graders before and after the assertiveness training, the qualitative part of the study, providing the majority of the results, introduces the moderator’s reflections from each workshop, followed by a theory-based analysis of the data obtained from the interviews. Once analysed, the 85 codes are grouped into six concepts that constitute AT (Assertiveness Training) Experience Model. The model provides valuable insight into the students' AT experience—with AT Dynamics and AT Applicative Value as its most important components. By applying the sociometric test and the "Guess Who" technique, the study investigates the changes in social acceptance of the students after their participation in assertiveness training workshops. Even though the collected data are not representative of an entire population as they apply only to one particular class, the results point towards greater social acceptance of the participating students by their classmates. Yet perhaps the most crucial and valuable contribution to the research is the hypothesis itself, i.e. the interpretation of the students' experience with AT, as presented through the AT Experience Model.

Namen magistrske naloge je bil raziskati odnose med različnimi vidiki socialne sprejetosti. Preučila sem sociometrično strukturo posameznih razredov na razredni stopnji ter učenčevo zaznavanje lastne socialne sprejetosti. Prav tako sem preverila, ali učna uspešnost predstavlja dejavnik združevanja preučevanih učencev v skupine ter v kolikšni meri razredničarke poznajo sociometrično strukturo svojih razredov. V raziskavo sta bila vključena dva četrta in dva peta razreda, skupaj enainosemdeset učencev ter štiri razredničarke. Podatki, ki se navezujejo na sociometrično strukturo razredov, so bili zbrani s sociometrično preizkušnjo. Učenci so odgovorili tudi na vprašanje o pričakovanih pozitivnih izbirah. Ti podatki so dali odgovor na raziskovalno vprašanje, ali preučevani učenci točno ocenjujejo svojo socialno sprejetost. Poznavanje razredničark sociometrične strukture svojega razreda sem preučila z analizo strukturiranega intervjuja. Rezultati so pokazali, da večina učencev, ki spada v sociometrično skupino povprečnih, priljubljenih ali kontroverznih, realno ocenjuje lastno socialno priljubljenost v razredu. Zavrnjeni učenci večinoma precenjujejo stopnjo sprejetosti med vrstniki. Nekateri prezrti učenci dobro zaznavajo lastno socialno sprejetost, medtem ko jo nekateri precenjujejo. Rezultati, ki se navezujejo na učni uspeh, so pokazali, da učni uspeh v preučevanih razredih ne predstavlja dejavnika združevanja učencev v skupine. Analiza intervjujev je pokazala, da samo ena razredničarka pozna sociometrično strukturo svojega razreda. The purpose of this dissertation was to explore the relationships between different aspects of social acceptance. The study focussed on the sociometric structure of individual classes in primary school and pupils' awareness of their own social acceptance. It was also tested whether academic achievement presents a factor in the formation of peer groups, and how familiar class teachers are with the sociometric structure of their classes. Two fourth-year classes and two fifth-year-classes were included in the research 81 pupils and 4 class teachers in total. The data regarding the sociometric structure of the classes was gathered with the help of the sociometric test. The pupils also answered a question about the expected number of positive nominations. This data gave the answer to the research question whether the studied pupils were able to accurately assess their own social acceptance. Class teachers’ awareness of the sociometric structure was studied with the analysis of a structured interview. The results showed that most of the pupils that belong in the average, popular or controversial sociometric group can realistically asses their own popularity in the class. The rejected pupils mostly overestimate the level of social acceptance amongst their peers. Some neglected learners have a good awareness of their social acceptance while some overestimate it. The results regarding the academic achievement showed that it is not a factor in the formation of peer groups. The analysis of the interviews showed that only one class teacher was aware of the sociometric structure of her class.

Magistrsko delo preučuje socialno sprejetost učencev, še posebej učencev z dodatno strokovno pomočjo. Predstavljen je razvoj učencev s poudarkom na srednjem otroštvu, razred kot socialna skupina, učitelj kot vodja in vpliv na delovanje razreda glede na stil vodenja, socialna sprejetost ter merjenje in prikaz rezultatov sprejetosti. Opisana je sprejetost pri otrocih, ki imajo posebne potrebe, navedene so dejavnosti, ki pripomorejo k izboljšanju odnosov. Namen magistrskega dela je bil predstaviti teoretske koncepte in ugotovitve nekaterih raziskav, skozi katere so avtorji ugotavljali socialno sprejetost, zavzemanje položaja sociometričnega statusa (Frederickson, 2010, Nakken in Pijl, 2002, v Demeter, 2013, Rubin, Bukowski in Laursen, 2011, Horvat in Košir, 2013) ter vključevanje učencev s posebnimi potrebami v redne osnovne šole (McAllister in Hadjir, 2013). Namen je bil tudi izvesti sociometrično preizkušnjo v razredu, v katerem je učenec, ki prejema dodatno strokovno pomoč ter ugotoviti položaj tega učenca ter izvesti intervju z učiteljico, ki poučuje ta razred in ugotoviti njeno zaznavanje učenca s posebnimi potrebami ter pridobiti splošno mnenje o vključenosti ter delu z učenci s posebnimi potrebami. Z deskriptivno in kavzalno-neeksperimentalno metodo so prikazani rezultati, pridobljeni v raziskavi, ki je potekala v četrtem in petem razredu podružnične osnovne šole ter je zajemala skupaj 21 učencev. Vključeni so še razgovori z dvema učiteljicama in spremljevalko gibalno ovirani deklici. Ugotovitve kažejo, da socialna sprejetost učencev ni nujno pogojena s prejemanjem dodatne strokovne pomoči, ampak je odvisna predvsem od primanjkljaja, ki ga imajo. Bolj kot je primanjkljaj povezan z vedenjskimi težavami, manjša je socialna sprejetost učenca. The masters degree thesis studies social skills of pupils, especially pupils with specials needs. Presented are the development of pupils with emphasis on mid-childhood, a class as a social group, a teacher as a leader and an his influence on class activities considering leadership style, social skills as well as measuring and presenting of results. The acceptance of children with special needs is described and actions that improve relationships are given. The purpose of the thesis was to present theoretical concepts and statements of certain researches, which they use to identify social acceptance and position of cociometrical status (Frederickson, 2010, Nakken in Pijl, 2002, v Demeter, 2013, Rubin, Bukowski in Laursen, 2011, Horvat in Košir, 2013) and the social integration of pupils with special needs into regular elementary schools (McAllister in Hadjir, 2013) . Another aim was to perform a seriometric test inside a class with a pupil who is offered special help and to interview the class teacher to find out her perception of the pupil and to gain some general opinion about the work with a pupi with special needs. Results presented were obtained in a research that had been going on in the 4th and 5th grade in a subsidiary primary school and included 21 pupils. Discussions with two other teachers and an escort of a phisically diabled girl are included. Results show that social acceptance of students is not necesarilly connected with special help that they might receive but it depends more on the deficiency of a student. The more the deficiency is connected with behavioural problems the smaller is the social accepatance of the pupil.

Tema magistrske naloge so nekateri sociološki vidiki učencev s čustvenimi in vedenjskimi težavami (ČVT) prvega in drugega vzgojno-izobraževalnega obdobja. V teoretičnem delu magistrske naloge smo predstavili značilnosti učencev s ČVT ter opisali vzroke za pojav in pojavne oblike, v katerih se ČVT najpogosteje pojavljajo. Opisali smo psihosocialne dejavnike, ki vplivajo na ČVT ter raziskali, kakšne vrste pomoči lahko nudimo učencem s tovrstnimi težavami. Raziskava je temeljila na neslučajnostnem priložnostnem vzorcu učiteljev z osnovnih šol v Koroški in Štajerski regiji, ki v šolskem letu 2015/2016 poučujejo v prvem ali drugem vzgojno-izobraževalnem obdobju in imajo v razredu učenca, ki kaže znake ČVT. Pri tem so nas zanimale razlike med razredom in spolom učencev s ČVT ter delovnimi izkušnjami anketiranih učiteljev. Kot merski pripomoček smo uporabili spletni anketni vprašalnik. Na podlagi rezultatov je bilo ugotovljeno, da se znaki ČVT pri učencih pokažejo že v prvem vzgojno-izobraževalnem obdobju, da imajo razredni učitelji ključno vlogo pri prepoznavanju in pomoči učencem s ČVT, da je družinsko socialno okolje glavni povzročitelj ČVT ter da je vedenje učencev po ocenah učiteljev najpogosteje odraz neupoštevanja pravil in razvajenosti ali pomanjkanja emocij in pozornosti v domačem okolju. Ocenjujemo, da ti otroci potrebujejo pomoč, ki jim jo najpogosteje nudijo razredni učitelji v sodelovanju s strokovnjaki in starši. Ugotovili smo, da so učenci s ČVT v drugem vzgojno-izobraževalnem obdobju med sovrstniki slabše socialno sprejeti, da so sovrstniki manj tolerantni in ne odobravajo njihovega vedenja, saj motijo učni proces in se jih bojijo. Anketirani učitelji menijo, da imata športna vzgoja in šport pozitiven vpliv na samopodobo učencev s ČVT in njihovo socialno sprejetost med sovrstniki. The subject of this master’s thesis is Some Sociological Aspects of Pupils with Emotional and Behavioral Difficulties in the First and Second Educational Period. In the theoretical part we introduced the characteristics of pupils with emotional and behavioral difficulties, and at the same time we described the causes of occurrence and forms in which these difficulties appear most frequently. We described psychosocial factors which affect the emotional and behavioral difficulties, and we also researched the types of assistance that can be offered to pupils with such difficulties. Our research was based on non-probability, convenience sample of teachers from elementary schools in Carinthia and Styria, who teach in the first or secondary educational period in the school year of 2005-2016 and have a pupil in class with emotional and behavioral difficulties. In the process we were interested in the differences of pupils with emotional and behavioral difficulties by grade and sex, and in the differences of interviewed teachers by work experiences. As a metric accessory we used an on-line survey questionnaire. The results showed that the signs of pupils’ emotional and behavioral difficulties are already shown in the first educational period, that the class teachers have a crucial role in recognition and in offering help to pupils with emotional and behavioral difficulties, that family social environment is the main cause of emotional and behavioral difficulties, and that by teachers’ reckoning the behavior of pupils is most frequently the reflection of failure to respect the rules and of being spoiled or lacking emotions and attention in home environment. We evaluate that these children require assistance which is most frequently offered by class teachers in association with professionals and parents. We established that pupils with emotional and behavioral difficulties in the second educational period are less favorably socially accepted by peers, that peers are less tolerant and do not approve their behavior because these children disturb the learning process, and peers fear them. Teachers believe that physical education and sport have a positive influence on self-image of pupils with emotional and behavioral difficulties, and on their social acceptance between peers.

Namen magistrskega dela z naslovom Sprejetost otrok priseljencev med vrstniki v osnovni šoli je raziskati odnos vrstnikov do otrok priseljencev v osnovni šoli in sprejetost otrok priseljencev v novem okolju, pri čemer smo se omejili na sprejetost otrok priseljencev, ki imajo status po 15. členu Pravilnika o preverjanju in ocenjevanju znanja ter napredovanju učencev v osnovni šoli (2013). To so otroci priseljenci, ki niso rojeni v Sloveniji in katerih materni jezik ni slovenščina, po priselitvi v Slovenijo pa so vključeni v slovenski vzgojno-izobraževalni sistem manj kot dve šolski leti in jim pripadajo določene prilagoditve. Zanimalo nas je, kako se učenci priseljenci počutijo sprejete in kako jih sprejemajo njihovi vrstniki v šoli in izven nje. Tudi Slovenija se je v letu 2015 soočila z begunsko krizo in, tako kot mnoge druge evropske države, s povečanim priseljevanjem, zato je tema magistrskega dela še posebej aktualna kot pomoč pedagoškim delavcem pri sprejemanju otrok priseljencev v slovensko osnovnošolsko izobraževanje. The purpose of this master’s thesis titled Acceptance of Immigrant Children among Their Peers in Primary School is to research the peers’ attitudes towards immigrant children in primary school and their peer acceptance in a new environment. The thesis restricts only to immigrant children with status under article 15 of the Rules on the Assessment of Knowledge and Promotion of Pupils in the Elementary School (2013). These are the immigrant children who were not born in Slovenia, whose mother tongue is not Slovenian and have been, after immigrating to Slovenia, enrolled in Slovenian educational system for less than two school years and are, thus, entitled to certain accommodations. We were interested in to what degree the immigrant pupils feel accepted and to what degree do their peers accept them in and outside school environment. In 2015 Slovenia, like many other European countries, was faced with the refugee crisis and increased immigration. Therefore, the theme of the master's thesis is particularly topical as it provides pedagogical staff with assistance in integrating the immigrant children in Slovenian primary education.

Slovenija postaja po nacionalni, etični in verski plati čedalje bolj raznolika. Tako kot mnoge druge države se sooča z izzivom priseljevanja. V stik s kulturno drugačnostjo prihajamo že v šolah, ki jih obiskujejo otroci iz različnih manjšin in različnih kulturnih ozadij. Čedalje več učencev priseljencev se vključuje v slovenski vzgojno-izobraževalni sistem. Vzgoja in izobraževanje sta ključnega pomena v procesu vključevanja otrok priseljencev v novo okolje. Za uspešno vključitev otrok v šolo je treba iskati kakovostne pedagoške prakse znotraj koncepta inkluzije. Koncept inkluzije v šolah vključuje tudi načelo medkulturnosti. To mora biti v izobraževalnem sistemu prisotno na različnih področjih medkulturnega delovanja. Medkulturno šolsko okolje je okolje, v katerem so medkulturni stiki nekaj vsakdanjega in se na etično, kulturno in jezikovno raznolikost gleda kot na bogatitev šolskega prostora, ne pa kot na nekaj nevsakdanjega, drugačnega. Učitelj ima pri vključevanju učencev priseljencev kot oblikovalec in usmerjevalec pedagoškega procesa velik vpliv. Zaradi vse pogostejših migracij v Evropi narašča nestrpnost do priseljencev. Tudi Slovenija pri tem ni izjema. Tako učitelji kot učenci, ki naletijo na drugačnost, se lahko nanjo odzovejo z nestrpnostjo in učence priseljence socialno izključijo zaradi predsodkov in stereotipov. Prav tako lahko pomanjkanje socialnega in kulturnega kapitala pogojuje stopnjo socialne izključenosti populacije priseljenk in priseljencev. Magistrsko delo je osredotočeno na otroke priseljence prve generacije. To so otroci, ki niso rojeni v Sloveniji, njihov materni jezik ni slovenščina in so po preselitvi v Slovenijo vključeni v osnovnošolski vzgojno-izobraževalni sistem. Ti otroci sodijo med ranljive skupine učencev in potrebujejo pri vključevanju v osnovno šolo posebno skrb. V šolskem okolju so raziskave o vrstniških odnosih kar pogoste. Običajno so izvedene na normativnih vzorcih učencev, manj pa je znanega o podskupinah. Pogosto imajo podskupine učencev določene posebnosti, zaradi katerih so težave na področju medosebnih odnosov z vrstniki večje. Pri socialno izoliranih učencih obstaja večja verjetnost za razvojne in psihosocialne probleme v odraslosti. Z namenom pridobiti vpogled v to populacijo smo želeli v empiričnem delu preveriti socialno sprejetost učencev priseljencev (prve generacije) v prvi triadi osnovne šole. V raziskavi smo uporabili deskriptivno metodo pedagoškega raziskovanja ter kombinacijo kvalitativnega in kvantitativnega raziskovalnega pristopa. V raziskavi je sodelovalo 97 učencev prve triade ljubljanske osnovne šole, starih od 6 do 9 let, od tega je bilo sedem učencev priseljencev, in šest njihovih učiteljic. V empiričnem delu je predstavljena analiza sociometrične preizkušnje, ki jo uporabljamo za merjenje socialne sprejetosti, poglobljena analiza intervjujev učencev in učiteljic ter izsledki opazovanj v času raziskave. Raziskava je pokazala, da so učenci priseljenci v prvi triadi slabše socialno sprejeti s strani vrstnikov zaradi različnih dejavnikov. Delo prispeva k obstoječim raziskavam o otrocih priseljencih, obenem pa omogoča vpogled v subjektivne percepcije sovrstnikov o učencih priseljencih. Z rezultati raziskave želimo opozoriti predvsem na pomen dobrih medsebojnih odnosov v razredu in na pomembnost odpravljanja predsodkov in stereotipov med mladimi. Hkrati želimo spodbuditi razmislek o pomenu vloge učiteljev in učiteljic pri prizadevanjih za dvig socialnega in kulturnega kapitala pri učencih priseljencih. Učenci priseljenci morajo biti deležni številnih oblik podpore in prilagoditev, da se lahko uspešno vključijo v razred. Slovenia is growing more and more diverse regarding nationality, ethnicity and religion. As many other countries, it is facing the challenge of immigration. Children establish their first contact with cultural difference in schools attended by children from various minorities and cultural backgrounds. More and more immigrant pupils are included into the Slovenian education system. Upbringing and education are essential in the process of including children of immigrants into a new environment. For a successful inclusion of immigrant children, it is necessary to find quality pedagogical practices within the concept of inclusion. The concept of inclusion in schools also includes the principle of interculturality. In the education system, this principle has to be present in different areas of intercultural activity. An intercultural school environment is an environment in which intercultural contacts are something of everyday occurrence, and ethical, cultural and linguistic differences are seen as an enrichment of the school environment, not as something unusual, different. As the shaper and moderator of the pedagogical process, the teacher has an important impact on the inclusion of immigrant pupils. Due to the ever more frequent migrations, intolerance of immigrants is growing in Europe. Slovenia is no different. Teachers as well as pupils that come across difference might react to it with intolerance and socially exclude immigrant pupils due to prejudice and stereotypes. Similarly, the lack of social and cultural capital might determine the level of social exclusion of immigrants. This master's thesis focuses on first generation immigrant children. These are children who were not born in Slovenia, their mother tongue is not Slovenian and who are included into the primary education system after having moved to Slovenia. These children belong to vulnerable groups of pupils and require special care when it comes to the inclusion in primary school. In the school environment, studies of peer relationships are quite common. They are usually conducted on normative samples of pupils, but less is known about subgroups. Subgroups of pupils often have certain particularities that lead to bigger problems in interpersonal relationships with peers. Socially isolated pupils run a higher risk of developmental and psychosocial problems in adulthood. This is why we dedicated the empirical part to the examination of the social acceptance of (first generation) immigrant pupils in the first triad of primary school. In the study, we used the descriptive method of pedagogical research and a combination of qualitative and quantitative research approaches. The study included 97 pupils of the first triad of a Ljubljana primary school, aged 6–9, of which seven were immigrant pupils, and six of their teachers. The empirical part presents the analysis of the sociometric test used to measure social acceptance, the in-depth analysis of interviews with pupils and teachers, and the results of observations made during the study. The study showed that immigrant pupils in the first triad are less socially accepted by their peers due to various factors. The thesis contributes to the existing studies of immigrant children, while providing an insight into subjective perceptions of peers about immigrant pupils. With the results of this study, we would like to draw attention to the meaning of good interpersonal relationships in the class and to the importance of fighting prejudice and stereotypes among the young. Above all, we wish to encourage teachers to raise the social and cultural capital of immigrant pupils. Immigrant pupils must receive support and adjustments in many forms to be able to integrate successfully into the class.

Namen raziskave je bil odkriti povezavo oziroma vpliv obiskovanja interesne dejavnosti pevski zbor s priljubljenostjo in socialno sprejetostjo petošolcev. Obenem smo raziskali motive petošolcev za obiskovanje pevskega zbora, njihovo druženje v prostem času in povezavo med obiskovanjem interesne dejavnosti pevski zbor ter učnimi uspehi petošolcev. Naloga je sestavljena iz dveh delov. V teoretičnem delu smo predstavili pomen petja skozi zgodovino, pomen in razvoj glasu oziroma petja v odraščanju posameznika, predstavili smo cilje ter glasbenorazvojne dosežke interesne dejavnosti pevski zbor v osnovni šoli. Poglobili smo se tudi v fiziološke in psihološke učinke petja ter zborovskega petja na človeško telo in predstavili pomen glasu v glasbeni terapiji. V nadaljevanju teoretičnega dela smo se posvetili socialni sprejetosti v osnovni šoli, in sicer smo se osredotočili na obdobje poznega otroštva. Spoznali smo, kako poteka socialni in psihosocialni razvoj po Eriksonu, kaj pomenijo otrokom odnosi z vrstniki ter kako na odnose vpliva socialna kompetentnost. Opredelili smo socialno sprejetost otrok in obrazložili sociometrični položaj učencev v razredu ter s tem povezano priljubljenost. V empiričnem delu smo analizirali rezultate anketnega vprašalnika in sociometrične preizkušnje. V raziskavi so sodelovali učenci petega razreda (n = 152) različnih osnovnih šol in na podlagi njihovih odgovorov smo potrdili vse vnaprej postavljene hipoteze. Iz rezultatov smo razbrali, da se k interesni dejavnosti pevski zbor v povprečju prijavi več deklet kot fantov. Ugotovili smo, da so petošolci, ki obiskujejo interesno dejavnost pevski zbor, med socialno bolj sprejetimi učenci, prav tako pa dosegajo boljše učne uspehe. The purpose of this research was to identify the connection or the influence of attending the extracurricular activity choir on popularity and social acceptance of fifth-grade pupils. At the same time, motivation of fifth-grade pupils for attending the choir, their socialising in their spare time as well as the connection between the extracurricular activity choir and learning achievements of fifth-grade pupils were researched. This thesis consists of two parts. The theoretical part presents the importance of singing throughout history, the importance and development of voice and singing during an individual's growing up as well as the goals and achievements in musical development of the extracurricular activity choir in primary school. Additionally, physiological and psychological effects of singing and choir singing on the human body are looked at more closely and the importance of voice in music therapy is presented. Further on, the theoretical part focuses on social acceptance in primary school, namely in the period of late childhood. Social and psychosocial development according to Erikson are described, as well as what relationships with peers mean to children and how relationships are affected by social competence. Social acceptance of children is defined, and the sociometric status of pupils within a class and popularity that is related to it is explained. The empirical part presents the analysis of the results of the questionnaire and sociometric tests. The survey involved fifth-grade pupils (n = 152) of different primary schools and based on their answers, all of the beforehand formulated hypotheses were confirmed. The results showed that on average, more girls than boys apply for the extracurricular activity choir. It was established that the fifth-grade pupils that attend the extracurricular activity choir are among the socially more accepted pupils and they also achieve better learning results.

Raziskave vrstniških odnosov v šolskem okolju so običajno izvedene na normativnih vzorcih učencev, manj pa je znanega o podskupinah učencev, ki imajo določene posebnosti, zaradi katerih je tveganje za razvoj problemov z vrstniki v šoli in posledično za težave s kasnejšo prilagojenostjo večje. S tem namenom smo želeli preveriti, kako so socialno sprejeti nadarjeni učenci in učenci z dodatno strokovno pomočjo v 6. in 8. razredu osnovne šole. V raziskavi je bilo udeleženih 194 učencev (50,5 % deklet) iz 12 oddelkov osnovnih šol, od tega 16 učencev (8,3 %) z dodatno strokovno pomočjo (DSP), 39 identificiranih nadarjenih učencev (20,1 %) in ena nadarjena učenka z DSP. Uporabljena je bila sociometrična preizkušnja s pozitivnim in z negativnim kriterijem. Največ učencev z DSP je bilo uvrščeno v skupino zavrnjenih in povprečnih učencev. Učenci z DSP so s strani svojih sošolcev prejeli najmanj pozitivnih in vzajemnih ter največ negativnih izbir. Razlike v socialni sprejetosti učencev z DSP glede na spol in starost niso bile statistično pomembne. Nadarjeni učenci so prejeli največ pozitivnih in vzajemnih ter najmanj negativnih izbir. Najpogosteje so bili uvrščeni v skupino povprečnih ali priljubljenih učencev, vendar v primerjavi z učenci brez DSP niso bili bolj socialno sprejeti so pa bili bolj sprejeti v primerjavi z učenci z DSP. Ugotovitve raziskave kažejo na pomembnost raziskovanja podskupin učencev z DSP v prihodnjih raziskavah. Studies of peer relations in school settings are typically conducted on normative samples of pupils. Less is known about subgroups of pupils with some exceptionalities who may be more vulnerable to developing peer problems in school and are subsequently at risk for later maladjustment. The purpose of present study was therefore to examine social acceptance of gifted pupils and pupils with additional professional help in 6th and 8th-grade of regular elementary school. 194 pupils (50.5% girls) from 12 classes participated in the study 16 of them (8.3%) were pupils with additional professional help (APH), 39 gifted pupils (20.1%) and one gifted pupil with APH. A composite positive and negative nomination sociometric procedure was employed. Most of the pupils with APH were in rejected and average sociometric group. Pupils with APH received the lowest number of positive and reciprocal nominations and the highest number of negative nominations. Compared to gifted pupils they were less accepted, although no difference in acceptance was found compared to the non-APH pupils. Results showed no significant differences in acceptance of pupils with APH in regard to grade level or gender. Gifted children received the highest number of positive and reciprocal and the lowest number of negative nominations. They were more likely to be average and popular, although no differences in acceptance was found compared to non-gifted pupils. Results suggest the importance of investigating subgroups of pupils with APH in future research.

Za uspešno uvajanje davka na nepremičnine in za oceno njegove družbene sprejemljivosti je treba upoštevati vse splošne in sociološke značilnosti. Proučiti je treba učinke posamezne konkretne rešitve tega davka in posledice njegove uvedbe v konkretnem družbenem okolju. Oboje je zelo pomembno zaradi razlogov doseganja ustrezne stopnje njegove politične in družbene sprejemljivosti in tudi iz razloga kasnejše ocene njegove upravičenosti in učinkovitosti. For successful introduction of the real estate tax and it is evaluation on how society will embrace it, we need to consider it is general and sociological characteristics. Further evaluation of the each individual concrete solution for this tax, and consequences of it is introduction to a concrete social environment are in order: prior to it is release. Both is highly relevant in order to achieve appropriate degree of it is political and sociable acceptance, including latter evaluation of it is justification and efficiency.