Didactic approaches of teachers of the fist educational period who teach children with special needs in regular primary school

V slovenskih osnovnih šolah se učitelji vsakodnevno srečujejo z raznolikimi učenci, pri katerih zaradi razlik v potrebah, sposobnostih in željah prihaja do procesa inkluzije. Gre za proces, ki omogoča vsakemu posamezniku, ne glede na spol, starost, versko pripadnost, spolno usmerjenost, invalidnost in nadarjenost, vključenost in sprejemanje v procesu izobraževanja. Magistrsko delo ugotavlja, katere didaktične pristope uporabljajo učitelji prvega vzgojno-izobraževalnega obdobja pri poukukako prilagajajo delo učencem s posebnimi potrebami in kako poteka individualizacija dela v razredu. V prvem, teoretičnem delu sta predstavljena proces inkluzije in njegova vloga v procesu vzgoje in izobraževanja. Podrobneje so predstavljene tudi skupine posebnih potreb otrok in skupina nadarjenih otrok. V nadaljevanju so predstavljeni didaktični pristopi v prvem vzgojno-izobraževalnem obdobju ter podrobneje opredeljeni za vsako skupino posebnih potreb ter nadarjene učence. V drugem, empiričnem delu so predstavljeni rezultati raziskave, ki je temeljila na vzorcu 143 učiteljev in učiteljic, ki poučujejo v prvem vzgojno-izobraževalnem obdobju v naključno izbranih osnovnih šolah po Sloveniji. Rezultati raziskave kažejo, da je v razredih anketirancev največ otrok, ki imajo primanjkljaje na posameznih področjih učenja. Učitelji učencem s posebnimi potrebami pri pouku najpogosteje pomagajo tako, da podajajo kratka in jasna navodila, obravnavane teme poskušajo povezovati z učenčevimi življenjskimi izkušnjami, na splošno pa učencem prilagajo delo in zahtevnost nalog. Pri težavah pri pouku se največkrat posvetujejo kar z drugimi učitelji razrednega pouka. Ugotovljeno je tudi, da osnovne šole, na katerih poučujejo anketiranci, niso prilagojene učencem s posebnimi potrebami.Every day in Slovenian primary schools, teachers encounter a variety of students for whom the process of inclusion is taking place due to their different needs, abilities and aspirations. This is a process that enables every individual, regardless of gender, age, religious affiliation, sexual orientation, disability and aptitude, to be included and accepted in the educational process. The master\u27s thesis determines which didactic approaches teachers of the first educational period use in their teaching, how they adapt the work to students with special needs and how the individualization of the work in the classroom is done. In the first, theoretical part, the process of inclusion and what role it plays in the process of upbringing and education are presented. Groups of children with special needs and a group of gifted children are also presented in more detail. In the following, didactic approaches in the first educational period are presented and defined in more detail for each group of special needs and gifted students. The second, empirical part presents the results of the research, which was based on a sample of 143 teachers teaching in the first educational period in randomly selected primary schools in Slovenia. The results of the research show that in the classes of the respondents there are mostly children who have deficits in individual learning areas. Teachers help students with special needs during lessons by giving short and clear instructions, trying to link the topics discussed with students\u27 life experiences, and generally adjusting students\u27 work and the difficulty of tasks. When problems arise in class, they usually consult with other classroom teachers. It has also been established that the primary schools where the respondents teach are not adapted to students with special needs