WORK WITH TALENTED PUPILS AND STUDENTS IN GEOGRAPHY LESSONS

Inkluzivni izobraževalni pristop poudarja pomen vključevanja otrok s posebnimi potrebami v vzgojno-izobraževalni proces, pri katerem se njihove potrebe ne zanemarijo. Nadarjeni učenci in dijaki predstavljajo manjši delež otrok s posebnimi potrebami v razredu rednih izobraževalnih programov, vendar je razvijanje in podpiranje njihovih potencialov pomembno za razvoj njihovih kognitivnih, emocionalnih in socialnih sposobnosti. Namen našega magistrskega dela je bil, da preučimo položaj nadarjenih učencev in dijakov pri predmetu geografija v Sloveniji, ter da definiramo in analiziramo kriterije nadarjenosti za učence in dijake pri predmetu geografija. Ena od pomembnih kompetenc učiteljev in profesorjev geografije je pravilno identificiranje nadarjenih učencev in dijakov. Obenem pa poudarjamo, da je poleg evidentiranja in identifikacije nadarjenosti pomembno tudi afektivno in pedagoško-didaktično ustrezno obravnavanje nadarjenih učencev in dija-kov. To pomeni, da je pri pouku potrebno krepiti načelo diferenciacije in individualizacije. Kvalitetno pedagoško-didaktično poučevanje in obravnavanje nadarjenih učencev in dijakov pa je možno le, če so učitelji primerno usposobljeni, pri tem poudarjamo pomen njihovih profesionalnih kompetenc. Naša raziskava je pokazala, da so najpogostejši kriteriji nadarjenosti pri predmetu geografije zanimanje učencev in dijakov za geografsko snov ter višji kognitivni procesi, analiza, sinteza in vrednotenje. Učitelji pri poučevanju nadarjenih učencev in dijakov kljub priporočilom ne upoštevajo načela individualizacije.Inclusive educational approach emphasizes the importance of inclusion of children with special needs into educational process without neglecting their needs. Talented pupils and students represent a small portion of children with special needs in classes of regular educational programmes, but evolving and supporting their potentials plays an important role in development of their cognitive, emotional and social skills. The purpose of our master thesis was to examine the situation of talented pupils and students in geography lessons in Slovenia. Additionally, we intended to define and analyse criteria for talent of pupils and students in geography lessons. One of the significant competence of geog-raphy teachers and professors is a correct identification of talented pupils and students. Moreover, an emphasis has to be made on the fact that beside keeping records and iden-tification of the talent an important role is also played by affective as well as pedagogi-cally didactically adequate treatment of talented pupils and students. Consequently, this means that a strengthen principles of differentiation and individualisation are needed in lessons. However, a quality pedagogic and didactic teaching and treatment of talented pupils and students is possible only in circumstances, when teachers have suitable skills. Therefore, at this point we stress the importance of their professional competences. Our survey demonstrated that the most frequent criteria of talent in geography lessons en-compass interest of pupils and students for geographical subject matter, as well as higher cognitive processes, i.e. analysis, synthesis and evaluation. However, teachers with tal-ented pupils and students despite the recommendations do not take into account the principle of individualisation