TEACHING SLOVENE LANGUAGE TO CHILDREN WITH SPECIAL NEEDS ENROLLED IN ELEMENTARY SCHOOLS IN PREKMURJE REGION

Za sodobno družbo velja oznaka »učeča se družba«, saj nas tehnološki, družbeni in drugi napredki silijo v to, da se nenehno učimo, izobražujemo in nadgrajujemo svoje znanje, sposobnosti ter veščine. Ob tem sprejemamo nove načine učenja, odprti smo za nove smernice, ki jih prinašajo spremembe vzgojno-izobraževalnega sistema in novosti, ki so povezane z učenjem in s poučevanjem. V ta okvir vsekakor sodijo spremembe na področju vzgoje in izobraževanja – od tistih najosnovnejših: kdo vse je vključen v proces vzgoje in izobraževanja na rednih osnovnih šolah, do kompleksnejših – kako posredovati učno snov, da bo razumljiva vsakemu učencu, ne glede na njegove sposobnosti in primanjkljaje, ki jih morebiti ima. S pričujočim magistrskim delom želimo približati problematiko posebnih potreb v vzgoji in izobraževanju, saj je v zadnjih dveh desetletjih prišlo do korenitih sprememb oziroma se te še vedno dogajajo. V teoretičnem delu magistrskega dela so predstavljena teoretična dejstva, definicije in značilnosti, ki se dotikajo tematike otrok s posebnimi potrebami in poučevanje te populacije. V empiričnem delu pa so predstavljeni izsledki in analiza anket, ki smo jo opravili med učitelji slovenskega jezika na rednih osnovnih šolah v Prekmurju. Z anketnim vprašalnikom želimo približati problematiko poučevanja otrok s posebnimi potrebami in s tem potrditi ali ovreči predhodno zastavljene hipoteze. Ob začetku pisanja magistrskega dela smo si namreč zastavili hipoteze, da učitelji na delo z otroki s posebnimi potrebami niso pripravljeni v zadostni meri, da si želijo dodatnih izobraževanj na to tematiko, da jih tovrstno načrtovanje dela in realizacija dodatno obremenjujeta ter da si želijo sodelovanja z ostalimi strokovnimi delavci. Želimo opozoriti na to, da so učitelji ob novi šolski paradigmi – inkluziji, ki predvideva vpis otrok s posebnimi potrebami v redne osnovne šole, ostali na razpotju, brez ustreznih kompetenc, izobraževanj in usposabljanj. V času njihovega visokošolskega izobraževanja namreč niso bili deležni posebnega izobraževanja, ki bi jim bilo v pomoč pri delu z otroki s posebnimi potrebami.The modern society is also called a learning society as technological, social and other development forces us to constantly learn, educate and upgrade our knowledge, skills and strengths. By doing so we also accept new ways of learning, we are open to new guidelines which are introduced with the changes in the educational system and novelties which are related to learning and teaching. All that also includes the changes connected to education – from the basic ones: who is included in the process of education in elementary schools to more complex: how to explain the study topic so that is understandable to every student regardless of his/her capabilities or deficiencies he/she might have. With this master\u27s thesis we wanted to present theoretical facts, definitions and features which are related to children with special needs and teaching these children. In the empirical part of the thesis we present the results and the analysis of the questionnaires we have carried out among the teachers of Slovene language in elementary schools in Prekmurje. The purpose of the questionnaire was to make teachers aware of the problems connected to teaching children with special needs and by doing so we wanted to either confirm or negate previously stated hypothesis. Our initial hypothesis was that teachers in primary schools are not adequately prepared for teaching children with special needs and therefor they want to take part in more advanced and specialised teacher training. We also believed that the planning of the process and realisation present an additional stress and they want to cooperate with other specialistic workers. We wanted to raise awareness that teachers are, with the new school paradigm – inclusion which assumes enrolling of the children with special needs into elementary schools, left on the crossroads, they have no sufficient competence and adequate training. At the time of their university study they do not receive any special education which would be beneficial when working with children with special needs