The quality of life of pupils of primary school with adjusted program with lower educational standard

V magistrskem delu smo želeli ugotoviti, kakšna je kvaliteta življenja učencev osnovne šole s prilagojenim programom z nižjim izobrazbenim standardom. Kvaliteto življenja kot razpon med željami in možnostmi smo preučevali na osmih področjih: čustveno področje, medsebojni odnosi, materialna blaginja, osebnostni razvoj, fizično počutje, samoodločanje, socialna vključenost in pravice. V vzorec smo zajeli 19 učencev osnovne šole s prilagojenim programom z nižjim izobrazbenim standardom (priložnostni vzorec) in 19 učencev redne osnovne šole (slučajnostni vzorec). Učence smo izenačili po starostni in spolni strukturi. V vprašalniku za učence s petstopenjsko lestvico Likertovega tipa so učenci ocenjevali svoje želje in potrebe. Možnosti v okolju so prav tako s petstopenjsko lestvico za ista področja ocenjevali njihovi starši in razredniki. Starši so z vprašalnikom za starše ocenjevali domače okolje, razredniki pa z vprašalnikom za razrednike šolsko okolje. Vsi trije vprašalniki so bili oblikovani za namene raziskave, njihovo zanesljivost smo preverili s Cronbachovim alfa koeficientom. Za preučevanje odnosov med spremenljivkami smo uporabili deskriptivno statistiko, t-test, faktorsko in diskriminantno analizo. Ugotovili smo, da med obema skupinama učencev obstajajo statistično pomembne razlike na področjih socialne vključenosti, samoodločanja, medsebojnih odnosov in osebnostnega razvoja, saj je na vseh teh področjih kvaliteta življenja slabša pri učencih osnovne šole s prilagojenim programom z nižjim izobrazbenim standardom (v primerjavi z učenci redne osnovne šole imajo nekoliko boljšo kvaliteto življenja le na čustvenem področju in področju fizičnega počutja, kjer pa razlike med skupinama niso statistično pomembne). Tudi gledano v celoti je kvaliteta življenja slabša pri učencih osnovne šole s prilagojenim programom z nižjim izobrazbenim standardom, kar jasno nakazuje potrebne spremembe v praksi in tudi potrebe po nadaljnjem raziskovanju tega področja (z večjim vzorcem, večjim številom opazovanih spremenljivk).In this master\u27s degree thesis, we wanted to determine the quality of life of pupils of primary school with adjusted program with lower educational standard. Quality of life as a range between wishes and possibilities was studied in eight areas: emotional well-being, interpersonal relations, material well-being, personal development, physical well-being, self-determination, social inclusion and rights. The sample included 19 pupils of primary school with adjusted program (casual sample) and 19 pupils of the regular primary school (random sample)pupils were leveled by age and sex. In the questionnaire for pupils they were evaluating their wishes, needs by Likert’s five-point scale. Their parents and class teachers also evaluated options in the environment on the five-point scale for the same areas. Parents evaluated home environment. Class teachers evaluated school environment. All three questionnaires were designed for the purpose of research. Their reliability was tested by Cronbach\u27s alpha coefficient. To study the relationship between variables, we used descriptive statistics, t-test, factorial and discriminant analysis. We found that between the two groups of pupils there are statistically significant differences in the areas of social inclusion, self-determination, interpersonal relations and personal development - in all these areas the quality of life is worse by pupils of primary school with adjusted program (compared to pupils of regular primary school they have a slightly better quality of life only in the area of emotional well-being and the area of physical well-beingthe differences between groups are not statistically significant). On the whole the quality of life is worse by pupils of primary school with adjusted program, which clearly indicates the necessary changes in practice and the need for further research in this area (with a larger sample and number of observed variables)