THE DISCUSSION OF NON-LITERARY TEXTS IN SPECIAL NEEDS EDUCATION IN PRIMARY SCHOOLS WITH LOWER EDUCATION STANDARD IN 3rd TRIAD OF PRIMARY SCHOOLS

V diplomski nalogi se bomo posvetili izobraževalnemu sistemu pri nas, natančneje sistemu v šolah s prilagojenim programom. Osebe s posebnimi potrebami so specifična skupina ljudi, ki se od drugih razlikujejo po svojih sposobnostih, spretnostih in težavah. Tako lahko njihove motnje odločilno vplivajo na njihovo vključevanje v osvajanju znanj, športnih dejavnosti in tako so lahko odrinjeni od ostalega okolja. To pa vpliva tudi na njihovo samozavest oz. samopodobo. Vsak od nas je nekaj posebnega in tudi osebe s posebnimi potrebami se imajo pravico vključiti v socialno okolje, navezati socialne stike, doživljati uspehe in imeti možnost sodelovanja. Otroci s posebnimi potrebami, ki obiskujejo šolo s prilagojenim program, z nižjim izobrazbenim standardom, so v veliki večini otroci z lažjo motnjo v duševnem razvoju. Otroci, ki se izobražujejo na šolah s prilagojenim programom, dosežejo praviloma nižji izobrazbeni standard. Cilj šole s prilagojenim programom je otroke s posebnimi potrebami čim bolj temeljito pripraviti na samostojno življenje, zato so tudi učne vsebine na takih šolah prilagojene. Osnovne šole s prilagojenim programom se soočajo tudi z drastičnim pomanjkanjem strokovnega kadra, prav tako pa morajo na določenih šolah s prilagojenim programom zaradi majhnega števila učencev izvajati kombinirani pouk. Vzgojno-izobraževalna dejavnost vsake šole, tako splošne osnovne šole kot osnovne šole s prilagojenim programom, je družbena dejavnost posebnega družbenega pomena, ki soustvarja pogoje za zdrav osebnostni razvoj vseh otrok. V empiričnem delu želimo prikazati, kako poteka delo in pouk slovenščine na osnovni šoli s posebnimi potrebami in kako se učni načrt slovenščine v OŠPP razlikuje od učnega načrta v OŠ. Zanima nas, s kakšnimi metodami in oblikami dela se soočajo učenci, ki imajo takšne težave. S pomočjo ge. Brede Ferčec Muršak smo prišli do primera učne ure neumetnostnega besedila in predstavili analizo primera, način in oblike dela ter naloge, ki jih morajo učenci usvojiti za uspešno napredovanje. Z omenjeno specialno pedagoginjo bomo opravili tudi obširni anketni vprašalnik, ki nam je odprl pogled na delo in izobraževanje otrok s posebnimi potrebami.My diploma thesis is focused on education system in Slovenia, specially on schools with special needs. People with special needs is a specific group of people who differ from others by ones abilities, skills and disabilities. Their disorders strongly affect integration in knowledge acquisition, sport activities and as a result of this they might feel relegated from the enviroment surrounded, which influences their self-esteem. As everyone is special, there should be a right for people with special needs to involve in the social enviroment, connect, cooperate and experience one\u27s success. Children with special needs who attend the special programme schools mostly reach the lower educational standard. The goal of special education school is to thoroughly prepare the children with special needs for independant living, thus the learning contents are adjusted. Special education primary schools are facing drastic shortage of proffessionals, furthermore, due to a small number of pupils some of special education schools need to implement combined lessons. The educational activity in schools, of primary or special education, is a social one with a special social meaning that creates the conditions for a healthy, personal development of all children. In the empiric part of the diploma paper, I have presented the work and lessons of Slovene in special education primary school and the difference between the syllabus of Slovene lessons in special education primary school and the syllabus in primary school. With the help of Mrs. Breda Ferčec Muršak, we have come to the example of the lesson using non-literary text and presented the analysis, methods ,work forms and tasks which need to be assimilated for successful progress. The above mentioned special pedagog, Mrs. Breda Ferčec Muršak, will help us to carry out the extensive survey questionnaire that has opened the view on work and education of children with special needs