Inclusive teachers\u27 planning of work with children with special needs

Magistrska naloga z naslovom Načrtovanje dela inkluzivnih pedagogov z otroki s posebnimi potrebami je razdeljena na teoretični in empirični del. V teoretičnem delu smo naredili poglobljeno analizo pogledov različnih avtorjev o inkluziji v vzgoji in izobraževanju, opredelili otroke s posebnimi potrebami, predstavili prilagoditve, oblike podpore in pomoči, ki jih potrebujejo le ti. V empiričnem delu smo predstavili raziskovalni del, pri katerem smo uporabili kvalitativni raziskovalni pristop. Podatke smo zbrali z individualiziranimi strukturiranimi intervjuji. V empiričnem delu smo s pomočjo opravljenih intervjujev odgovorili na raziskovalna vprašanja, ki se nanašajo na načrtovanje in pripravo na delo inkluzivnih pedagogov z otroki s posebnimi potrebami, načrtovanje in urejanje prilagoditev, načrtovanje strategij in pristopov dela ter didaktičnih pripomočkov za otroke s posebnimi potrebami, kakšna je skrb za ustvarjanje inkluzivnega okolja in kako poteka evalvacija dela inkluzivnih pedagogov. Raziskava je pokazala, da inkluzivni pedagogi kot ključen del načrtovanja dela z otroki s posebnimi potrebami opredeljujejo poznavanje otroka in njegovih potreb. Vzgojno-izobraževalna ustanova sestavi individualiziran program, v katerem so zapisani cilji, ki inkluzivnim pedagogom predstavljajo vodilo za delo. Pri urah dodatne strokovne pomoči, kot tudi pri pouku, so učenci s posebnimi potrebami deležni prilagoditev. K načrtovanju in izboljšanju nadaljnjega dela inkluzivnim pedagogom doprinesejo opravljene evalvacije. Inkluzivni pedagogi se z različnimi pristopi in strategijami dela trudijo, da bi v vrtcih in šolah vladala inkluzivna klima.The master’s thesis entitled Inclusive Teachers\u27 Planning of Work with Children with Special Needs consists of a theoretical and an empirical part. In the theoretical part, we carried out a detailed analysis of different authors’ views on inclusion in education, defined children with special needs and presented adjustments as well as types of support and help these children need. In the empirical part, we presented the research, for which qualitative research approach was used. The data were gathered by individualized structured interviews. In this part, we, with the help of the conducted interviews, answered the research questions, which relate to inclusive teachers’ planning of and preparing for work with children with special needs, planning and making adjustments, planning work strategies and approaches as well as planning the incorporation of didactic tools for children with special needs. Furthermore, questions, such as what does it take to create an inclusive environment and how is the evaluation of inclusive teachers’ work carried out, were also answered. The research has shown that inclusive teachers see knowing the child and recognizing their needs as the key part in planning of work with children with special needs. The educational establishment draws up an individualized programme containing the goals that serve as inclusive teachers’ guidance for work. During additional professional assistance periods, as well as lessons, students with special needs receive adjustments. Conducted evaluations contribute to the planning and improving of the inclusive teachers’ further work. With the help of various approaches and strategies, they are trying to establish an inclusive climate in kindergartens and schools