Students with autism spectrum disorder in primary school through perspective of justice

V magistrskem delu smo analizirali, na kakšen način osnovnošolski učitelji zagotavljajo pravičnost skozi perspektivo 4 R – redistribucija oz. prerazporeditev, reprezentacija oz. zastopanost, rekognicija oz. pripoznanje in relacionalnost oz. soodvisnost, da (v našem primeru) učenci s spektroavtistično motnjo (SAM) v običajnih osnovnih šolah ne bi bili po nepotrebnem marginalizirani in izključeni. Teoretični del naloge smo razdelili na dva večja sklopa. V prvem sklopu smo se osredotočili na spektroavtistično motnjo, ki smo jo opredelili z zgodovinskim prikazom različnih definicij in s kriteriji za njeno prepoznavanje. Nato smo predstavili značilnosti otrok s SAM. Osredotočili smo se na »triado primanjkljajev« (glavne težave na področju komunikacije, socialne interakcije in imaginacije) in ostale posebnosti, ki lahko spremljajo otroka s spektroavtistično motnjo. Kot pedagogi smo večji poudarek dali položaju otroka s SAM v običajni osnovni šoli. V tem delu smo opisali stopenjsko obravnavo otrok s SAM v vzgoji in izobraževanju. Učenci s SAM so kot samostojna skupina šele od leta 2011 vključeni v Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). V nalogi smo izpostavili prilagoditve, ki jih ti učenci potrebujejo v običajni osnovni šoli. V drugem delu teoretičnega dela smo obravnavali inkluzijo z vidika pravičnosti. Inkluzijo smo opredelili s prikazom različnih definicij in poglobljeno predstavili pravičnost na načelni in formalni ravni. Predstavili smo koncept pravičnosti 4 R, s katerim smo želeli prikazati, da distributivni koncept pravičnosti v našem šolskem prostoru ni zadosten, saj z njim ne moremo dosegati vseh vzgojno-izobraževalnih ciljev, temveč je potrebno upoštevati tudi koncepte zastopanosti, pripoznanja ter soodvisnosti, ki predstavljajo pomembno izhodišče za bolj celostno razumevanje kompleksnosti nepravičnosti v šoli. Slednje se ne odraža zgolj na sistemski ravni (makro raven), temveč tudi v neposredno pedagoški praksi (mikro raven). V empiričnem delu magistrske naloge smo raziskali, kako osnovnošolski učitelji razumejo in do kolikšne mere upoštevajo temeljna načela pravičnosti v šolskem kontekstu in pri delu z učenci s SAM. Raziskali smo, kako se participacija učencev s SAM uresničuje oziroma odraža v vsakdanji šolski praksi in kakšne so ovire zanjo. Zanimalo nas je, ali lahko pri učiteljih razrednega pouka in učiteljih predmetnega pouka zaznamo pozitivno pripoznanje SAM, nepripoznanje SAM in napačno pripoznanje SAM ter ali je odnos osnovnošolskih učiteljev do poučevanja in dela z učenci s SAM odvisen od njihove ocene usposobljenosti in strokovnega izobraževanja ter od izkušenj z učenci s SAM. Ugotovili smo, da učitelji razrednega pouka in učitelji predmetnega pouka večinoma na »pravično šolo« gledajo z vidika zagotavljanja načela enakih možnosti in načela diference. Prepoznan pa je tudi koncept inkluzivnosti, ki v ospredje postavlja odnos učitelja do raznolikosti in sprejetosti drugačnosti, ne glede na raso, spol, versko pripadnost ipd. Pridobljeni podatki kažejo na to, da se osnovnošolskim učiteljem zdijo smiselne in izvedljive le tiste prilagoditve za učence s SAM, ki so jih mogoče uporabljali že pri učnem procesu, vendar ni nujno, da je to bilo pri poučevanju in delu z učenci s SAM. Na podlagi pridobljenih rezultatov ugotavljamo, da osnovnošolski učitelji ne razumejo pojma »participacija učenca« v pravem pomenu besede, saj participacija ni zagotovljena v tolikšni meri, da bi učencem s SAM omogočala aktivno vlogo in vpliv na sam učni proces. Ovire participacije so pogosto na ravni šole oziroma učitelja. V nadaljevanju smo nato ugotovili, da učitelji le deloma pozitivno pripoznajo značilnosti učencev s SAM. V zadnjem delu empirične raziskave pa smo ugotovili, da se učitelji razrednega pouka in učitelji predmetnega pouka deloma čutijo usposobljene poučevati učence s SAM, še vedno pa ostaja velik delež tistih, ki se ne čutijo usposobljene poučevati učence s SAM v običajni osnovni šoli. Ugotovili smo tudi, da imajo strokovni delavci v večji meri pozitivne izkušnje z učenci s SAM kot negativne. Njihova udeležba na usposabljanju in izobraževanju pa pomembno vpliva na nadaljnjo poučevanje in delo z omenjeno skupino učencev.In the master’s thesis, the way in which primary school teachers ensure justice through the perspective of ‘4 Rs’ – redistribution, representation, recognition and reconciliation, so that (in our case) students with autism spectrum disorder (ASD) in regular primary schools would not be unnecessarily marginalized and excluded, was analysed. The theoretical part of the master’s thesis was divided into two major sections. In the first section, the focus was on autism spectrum disorder, which was defined with a historical presentation of various definitions and criteria for its recognition. Then the characteristics of children with ASD were introduced. Main focus was set on the “triad of deficits” (the main troubles in communication, social interaction, and imagination) and other specificities that may accompany a child with autism spectrum disorder. Considering us being educators, greater emphasis was given to the situation of children with ASD in regular elementary schools. In this part, the staged treatment of children with ASD in education was described. Students with ASD have only been included in the Placement of Children with Special Needs Act (ZUOPP-1) as an independent group since 2011. In the paper, the adjustments that these students need in a regular elementary school, were highlighted. In the second section of the theoretical part, the inclusion from the aspect of justice was discussed. Inclusion was defined by presenting different definitions and presented in-depth in a principled and formal level. The ‘4 Rs’ concept of justice was then presented, to show that the distributive concept of justice in our school environment is not sufficient, as all educational goals cannot be achieved with it. Therefore, concepts of representation, recognition and reconciliation should also be considered, since they present an important starting point for a more coherent understanding of injustice complexity in school. The latter is reflected not only at a system level (macro level, but also in direct pedagogical practice (micro level). In the empirical part of the master’s thesis, the way how primary school teachers understand and to what extent they respect the basic principles of justice in the school context and when working with students with ASD was explored. The issue was how the participation of students with ASD is realized or reflected in everyday school practice and what are the obstacles to it. The following question was whether positive recognition of ASD, non-recognition of ASD and incorrect recognition of ASD in primary school teachers and subject teachers can be detected, and whether the attitude of primary school teachers towards teaching and working with students with ASD depends on their assessment of competence, educational training and experience with working with students with ASD. The result was that primary school teachers and subject teachers mostly reflect to the “fair school” from the point of view of ensuring the principle of equal opportunities and the principle of difference. The concept of inclusiveness is also recognized, which puts the teacher\u27s attitude towards diversity and acceptance of otherness, regardless of race, gender, religious affiliation, etc., in the foreground. The data obtained suggest that primary school teachers find meaningful and feasible only those adaptations for students with ASD that may have already been used in the learning process, but not necessarily in teaching and working with students with ASD. Based on the obtained results it has been concluded that primary school teachers do not understand the term “student participation” in the true sense of the word, as participation is not provided to such an extent as to enable students with ASD to play an active role and influence the learning process itself. Barriers to participation are often present at the school, or specifically, at teacher level. It was then discovered that teachers only partially recognize the characteristics of students with ASD in a positive way. In the last part of the empirical research it was concluded that primary school teachers and subject teachers feel partly qualified to teach students with ASD, but a large proportion of those, who do not feel qualified to teach students with ASD in regular elementary school at all, still remains. It was also discovered that professionals have more positive experiences with students with ASD than negative ones. Their participation in training and education has a significant impact on further teaching and working with this group of students