The gifted in an inclusive school

V teoretičnem delu zaključnega dela se osredotočamo na razčlenitev dveh pojmov: inkluzija in nadarjenost. Zanimajo nas pogoji za razvoj inkluzije v praksi, odkrivanje in identificiranje nadarjenih učencev, področja nadarjenosti, delo z njimi, njihove težave pri socialnem vključevanju in prilagoditve, ki jih nadarjeni učenci potrebujejo. Izpostavljamo 5 principov (intelektualna dostopnost šole, spoštovanje različnosti, možnost vertikalnega napredovanja, pomoč nadarjenih učencev učencem z učnimi težavami ter socialno in učno napredovanje), ki bi jih morale šole uresničevati, da bi postale inkluzivne za nadarjene učence. V empiričnem delu bomo raziskali, v kolikšni meri se inkluzija v osnovnih šolah uresničuje za nadarjene učence. Naš namen je raziskati, kako nadarjeni učenci ocenjujejo uresničevanje inkluzije v osnovnih šolah. Rezultati kažejo, da nadarjeni učenci potrjujejo pristnost uresničevanja inkluzije v osnovnih šolah, vendar se stopnja inkluzije razlikuje glede področja nadarjenosti in starosti oziroma razreda. Nekateri so deležni višje, drugi nižje stopnje inkluzije. Stopnja prisotnosti inkluzije pa ni odvisna od spola nadarjenih učencev.In the theoretical part of the final thesis we focus on the analysis of two terms: inclusion and giftedness. We are interested in the conditions for the development of inclusion in practice, discovering and identifying gifted pupils, areas of giftedness, working with them, their problems with social inclusion and adaptations the gifted require. We set out 5 principles (intellectual availability of the school, respecting diversity, the possibility of vertical progress, the help of gifted pupils to pupils with learning difficulties and social and learning progress) the schools should realise in order to become inclusive for gifted pupils. In the empirical part we are going to research to what extent inclusion is realised in primary schools. Our aim is to analyse how gifted pupils evaluate realisation of inclusion in primary schools. The results show that gifted pupils confirm the authenticity of inclusion realisation in primary schools but the level of inclusion varies regarding the area of giftedness and the age or grade. Some receive higher level, others lower level of inclusion. The level of inclusion is not dependant on the gender of gifted pupils