Pupils with speech and language disorders in literature class in primary school

Učitelji slovenščine se pri svojem delu srečujejo z različnimi skupinami otrok, med drugim tudi z učenci s posebnimi potrebami. V magistrskem delu smo se osredotočili predvsem na učiteljevo delo z učenci z govorno-jezikovnimi motnjami pri pouku književnosti v osnovni šoli. Skušali smo osvetliti vlogo učitelja slovenščine v osnovni šoli, ki je ključna oseba pri izvajanju prilagoditev, s katerimi lahko tem učencem zmanjšujemo ovire pri usvajanju in izražanju znanja ter pri pridobivanju spodbudnih izkušenj z branjem in razumevanjem umetnostnih besedil. Teoretični del je zasnovan na opredelitvi konceptov integracije in inkluzije ter socialne integracije otrok s posebnimi potrebami, ki predstavlja most med omenjenima konceptoma. Opisali smo načela, na katerih temelji inkluzivno izobraževanje ter predstavili ključne poudarke iz posameznih zakonskih aktov na področju vzgoje in izobraževanja otrok s posebnimi potrebami v osnovni šoli. Ker imajo otroci s posebnimi potrebami, zlasti otroci z govorno-jezikovnimi motnjami, pogosto pridružene tudi učne težave, smo predstavili petstopenjski model pomoči učencem z učnimi težavami. Otroci s posebnimi potrebami potrebujejo v procesu poučevanja drugačne pristope kot njihovi sovrstniki, zato je individualizacija poučevanja ključnega pomena za njihov uspeh. Dosežemo jo s pomočjo individualiziranega programa, katerega ključne značilnosti smo predstavili v nadaljevanju teoretičnega dela. Omenjena poglavja so nam služila kot uvod v jedro teoretičnega dela, ki je bil namenjen učencem z govorno-jezikovnimi motnjami pri pouku književnosti. Natančneje smo opredelili govorno-jezikovne motnje ter predstavili splošne cilje pouka književnosti in metode pouka književnosti v osnovni šoli. Sledil je opis najpogostejših težav omenjenih učencev pri pouku književnosti in praktična priporočila za prilagoditve le-tega. V empiričnem delu smo predstavili rezultate kvalitativne raziskave, ki smo jih pridobili s pomočjo polstrukturiranih intervjujev s petimi učitelji slovenščine v osnovni šoli. Namen raziskave je bil ugotoviti, kako se učitelji slovenščine soočajo s specifičnimi težavami učencev z govorno-jezikovnimi motnjami in katerih prilagoditev pouka se poslužujejo. Ugotovili smo, da poskušajo učitelji omenjenim učencem prilagoditi različne faze pouka književnosti, ob tem pa se srečujejo s številnimi izzivi.In their work, Slovene language teachers are faced with different groups of children, including pupils with special needs. This master\u27s degree mainly focuses on the teacher\u27s work with pupils having speech and language disorders during literature class in primary school . It aims to shed light on the role of the Slovene language teacher in primary school, who is a key person to make all the necessary adjustments to reduce the obstacles these students encounter when acquiring and expressing their knowledge and also to help them gain encouraging experience with reading and understanding literary texts. The theoretical part is based on defining the concepts of both integration and inclusion as well as social integration of children with special needs, which represents the bridge between the two. Apart from describing the basic principles of inclusive education, special emphasis has been put on stressing the main articles in the legal acts concerning the education of children with special needs in primary school. As children with special needs, especially those with speech and language disorders, often struggle with learning, a five-step model of helping them has been presented. Bearing in mind that children with special needs require a different approach in the learning process than their peers, individualized teaching is the key to their success. It is achieved with the help of an individualized program, the key features of which have been presented in the continuation of the theoretical part. The above mentioned chapters have served as an introduction to the core of the theoretical part, which focuses on dealing with pupils with speech and language disorders in literature class in primary school. Speech and language disorders have been defined in more detail and the main aims and methods of teaching literature in primary school have been described. What follows is a description of the most common problems these students tend to go through during literature lessons and some practical recommendations to adapt the teaching process to meet their individual needs. The empirical part presents the results of a qualitative research obtained by carrying out semi-structured interviews with five Slovene language teachers in primary school. The purpose of this research was to find out how Slovene language teachers deal with these specific problems their pupils with speech and language disorders have and which adjustments they usually use. The results have shown that teachers try to adapt their literature lessons to meet the needs of such students, but are faced with a number of challenges while doing that