20.500.12556/RUL-178013 Dejavniki vključevanja učencev s posebnimi potrebami pri pouku likovne umetnosti v osnovni šoli doktorska disertacija Factors affecting the inclusion of students with special educational needs in visual art education in primary school Številni mednarodni dokumenti in raziskave poudarjajo pomen različnih dejavnikov, ki vplivajo na vključevanje učencev s posebnimi potrebami. Namen raziskave je analizirati dejavnike, s poudarkom na različnih sklopih prepričanj, ki vplivajo na vključevanje učencev s posebnimi potrebami pri pouku likovne umetnosti v osnovni šoli. Za čim celovitejši vpogled je bila uporabljena triangulacija treh tehnik: anketa na slučajnostnem vzorcu (N = 355) učiteljev likovne umetnosti in učiteljev dodatne strokovne pomoči, opazovanje učencev s posebnimi potrebami pri likovni umetnosti na namenskem neslučajnostnem vzorcu (N = 76) ter intervju s petimi učitelji, ki izvajajo dobro poučevalno prakso. Raziskava prinaša znanstveni doprinos na področju raziskovanja prepričanj in ravnanj strokovnih delavcev. Na podlagi faktorske analize je bilo oblikovanih pet vsebinskih sklopov prepričanj v kontekstu dela z učenci s posebnimi potrebami pri likovni umetnosti, in sicer o: (1) samoučinkovistosti, (2) predmetu, (3) vlogah in odgovornostih strokovnih delavcev, (4) negativnih prepričanjih o učencih in njihovem vključevanju ter (5) uporabi prilagoditev. Strokovni delavci so izrazili predvsem pozitivna ali nevtralna prepričanja. Srednje močno in pozitivno so povezana prepričanja o samoučinkovitosti, predmetu ter vlogah in odgovornostih. V praksi se najpogosteje uporabljajo prilagoditve na področjih socialne integracije in organizacije ter na izobraževalnem področju. Po oceni opazovalcev so omogočene vsem učencem v sklopu dobre poučevalne prakse in je potrebnih le malo ali nič dodatnih prilagoditev za učence s posebnimi potrebami. Redko so prisotne prilagoditve, ki bi bile vezane na specifične primanjkljaje in bi zahtevale vnaprejšnje načrtovanje ali posvetovanje. Segmentacija je pokazala tri skupine strokovnih delavcev, ki jih združujejo podobno opredeljena prepričanja in pretekle izkušnje. Pripadnost skupini se je v regresijski analizi pokazala kot dober model napovedi ravnanja strokovnih delavcev, saj pojasni 64 % variance, kar pomeni, da bodo tisti, ki imajo jasno opredeljena prepričanja in pogostejše pretekle izkušnje z uporabo naštetih dobrih praks, tudi v prihodnje pogosteje uporabljali naštete prakse. Strokovni doprinos predstavljajo potrebe anketiranih in dobri primeri izkušenj intervjuvanih, ki lahko predstavljajo izhodišče za načrtovanje dodatnih usposabljanj in izobraževanj za strokovne delavce. Numerous international documents and studies emphasize the importance of various factors that influence the inclusion of pupils with special educational needs. The aim of this research is to analyse the factors affecting the inclusion of pupils with special educational needs in primary school visual arts education classes, focusing on different beliefs. Three techniques were triangulated to gain as much insight as possible: a survey of a random sample (N = 355) of visual arts education teachers and special education teachers; observation of pupils with special educational needs in visual art classrooms in a purposive non-random sample (N = 76); and interviews with five teachers who implement good teaching practises. Using factor analysis, five themes of beliefs related to working with pupils with special educational needs in the visual arts education were developed: (1) self-efficacy, (2) subject, (3) roles and responsibilities of professionals, (4) negative beliefs about pupils and their inclusion, and (5) the use of adaptations. Teachers expressed mainly positive or neutral beliefs. There is a moderate and a strong positive correlation between beliefs about self-efficacy, subject and roles and responsibilities. In practice, adaptations are most frequently used in the areas of social integration, organization and education. Observers believe that all pupils can benefit from good teaching practice and that few or no additional adaptations are required for pupils with special educational needs. There are rarely adaptations that relate to specific deficits and require advance planning or consultation. Segmentation revealed three groups of teachers united by similarly defined beliefs and previous experiences. Group membership proved to be a good predictor of professional behaviour in the regression analysis, explaining 64% of the variance, meaning that those who have clearly defined beliefs and have used the listed good practices more frequently in the past are more likely to use the listed practices in the future. The professional contribution is represented by the needs of the respondents and good examples of the interviewees' experiences, which can be a starting point for planning additional education and training for practitioners. mladi s posebnimi potrebami vzgoja in izobraževanje oseb s posebnimi potrebami likovna vzgoja in izobraževanje učenci s posebnimi potrebami likovna umetnost v osnovni šoli učitelji likovne umetnosti izvajalci dodatne strokovne pomoči dejavniki vključevanja učencev s posebnimi potrebami prepričanja znanja izkušnje dobra poučevalna praksa pupils with special educational needs visual art education in primary school visual art education teachers special education teachers factors affecting the inclusion of pupils with special needs beliefs skills experience good teaching practice true false false J. Rihter Slovenski jezik Angleški jezik Doktorsko delo/naloga 2026-01-16 08:30:08 2026-01-16 08:30:16 2026-01-21 10:51:18 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana XII, 497 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376:7(043.2) 201297 265538819 47442.pdf 47442.pdf 1 8AE4BD9D7658BEDC5CD8B7D73FAA5E60 e47aaa7cb59d6b8175bb19f7ffb50af488496a25617bd49edff447d584cf2c38 2ae7952b-f2ad-11f0-bf92-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=225500 Pedagoška fakulteta 0 0 0