Class teachers and inclusion of marginalized groups of pupils in the class

V teoretičnem delu so predstavljene značilnosti in posebnosti marginaliziranih skupin, s katerimi se v okviru vzgojno-izobraževalnega procesa veliko srečujemo, ter vloga učitelja razrednika, ki se kot vodja oddelčne skupnosti z vključevanjem teh učencev v oddelek najbolj intenzivno spopada. V empiričnem delu smo s pomočjo anketnega vprašalnika preučili, ali se mnenja razrednikov o vključevanju marginaliziranih skupin učencev v oddelčno skupnost in mnenja o uspešnosti strategij za to vključevanje razlikujejo glede na njihove demografske značilnosti. V raziskavo smo vključili razrednike slovenskih osnovnih šol. Rezultati so pokazali, da se več kot polovica razrednikov počuti srednje usposobljene za vključevanje marginaliziranih skupin učencev v oddelčno skupnost ter da zelo majhen delež anketirancev meni, da so v času izobraževanja dobili dovolj znanja o vključevanju teh skupin v oddelek. Največ znanja o tem so pridobili samoiniciativno, z branjem literature. Večina razrednikov marginalizirane skupine učencev sprejema, vendar obstaja delež, ki te učence sprejema le zato, ker se to od njih pričakuje. Rezultati so pokazali tudi, da razredniki najlažje v oddelčno skupnost vključujejo učence z odstopajočimi socialnimi razmerami, za njimi učence s posebnimi potrebami, najtežje pa se jim zdi vključevanje učencev drugih rasnih, etničnih in verskih pripadnosti. Ko govorimo o uspešnosti različnih strategij za vključevanje, pa so anketirani kot najbolj uspešno izbrali spodbujanje učencev, da v šolo prinesejo predmet, ki jih spominja na njihovo kulturo, kar pomeni, da lahko na tak način marginalizirani učenci ostalim predstavijo svojo kulturo. Najmanj uspešna strategija je po mnenju razrednikov uvedba sistema nudenja pomoči marginaliziranim učencem z nagrajevanjem.The theoretical part presents characteristics and specificities of the marginalized groups that are common in the educational process. In the foreground, there is also the role of the class teacher who is most intensively involved with the integration of these pupils in the class as the class leader. In the practical part, we considered based on the survey whether the opinion of the class teachers on the integration of the marginalized groups in the class, and the opinion on the success of the integration strategies differ according to their demographic characteristics. The research included class teachers of Slovene schools. The results showed that more than half of the class teachers feel semi qualified for the integration of the marginalized groups of pupils in the class. A small percentage of the surveyed believes they got enough knowledge about the integration of such groups. The most knowledge about it they gained on their own-initiative through literature. Most of the class teachers accept marginalized groups of pupilshowever, there is small percentage of them who does it, because they are expected to. Results also showed that the integration of pupils with diverging social conditions is the least difficult for class teachers, not that easily they include pupils with special needs, and the integration of pupils of other racial, ethnic and religious backgrounds seems the most difficult to them. Speaking about success of various integration strategies, the surveyed chose bringing to school a subject that reminds pupils of their culture as the most successful strategy. This way, marginalized pupils can present their own culture to others. The least successful strategy based on the class teachers’ opinion is introduction of the system of providing help to the marginalized pupils through the use of rewards