A case study of a student with autism spectrum disorder

V magistrskem delu smo raziskovali izzive poučevanja slovenščine učencev z motnjo avtističnega spektra v rednih osnovnih šolah. V teoretičnem delu smo pregledali in predstavili literaturo o pouku slovenščine, predmetniku in učnih načrtih za slovenščino, različnih oblikah in metodah dela pri pouku slovenščine. Opredelili smo tudi skupine otrok s posebnimi potrebami. Posebej smo se osredotočili na opis motnje avtizma, njenih značilnosti, posebnosti in izzivov, s katerimi se soočajo učenci z motnjo avtističnega spektra. V empiričnem delu smo izvedli študijo primera otroka z avtizmom, ki obiskuje redno osnovno šolo. Z opazovanjem, intervjujem in s testiranjem smo analizirali njegova močna in šibka področja ter potrebne prilagoditve pri pouku slovenščine. Na podlagi rezultatov smo pridobili odgovore na naša raziskovalna vprašanja. Na koncu smo povzeli glavne ugotovitve naše raziskave ter podali zaključke in priporočila za nadaljnje raziskovanje. Magistrsko delo je prispevalo k boljšemu razumevanju problematike poučevanja slovenščine učencev z motnjo avtističnega spektra v rednih osnovnih šolah. Pokazali smo, da je potrebno prilagajati pouk heterogenim učencem ter uporabljati različne oblike in metode dela pri pouku slovenščine. Prav tako smo pokazali, da je potrebno poznati motnjo avtizma, njene značilnosti, posebnosti in izzive, s katerimi se soočajo otroci. Naše delo je lahko koristno za učitelje, starše in druge, ki se ukvarjajo z otroki z motnjo avtističnega spektra.In the master’s thesis, we have studied the challenges of teaching Slovene language to pupils with autism spectrum disorder in regular primary schools. In the theoretical part, we have surveyed and discussed the literature on Slovene language teaching, Slovenian curriculum, and syllabuses, as well as different forms and methods of Slovenian language teaching. Additionally, we have defined groups of children with special needs. We have especially focused on the description of autism spectrum disorderits characteristics, peculiarities and the challenges faced by the pupils with the disorder. In the empirical part, we have conducted a case study of a child with autism spectrum attending a regular primary school. Through observation, interview, and testing we have analyzed his strengths and weaknesses, along with the necessary adjustments in his Slovene language lessons. The results helped us find the answers to the research questions. Lastly, we have summarized the key findings of the research as well as drawn conclusions and suggestions for further research. The master’s thesis has contributed to a deeper understanding of the difficulties of teaching Slovene language to learners with autism spectrum disorder in regular primary schools. We have demonstrated the need to adapt lessons to heterogeneous learners and to use diverse teaching forms and methods in Slovene language lessons. Furthermore, we have emphasized the importance of familiarizing with autism spectrum disorder, its characteristics, peculiarities, and the challenges children face. Our study can be relevant to teachers, parents and others working with children with autism spectrum disorder