The role of a teacher in sicial inclusion of a student with special needs in a classroom community

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.