20.500.12556/RUL-184461 Vključitev dijaka s popolno izgubo sluha v večinsko srednjo šolo Inclusion of a Student with Profound Hearing Loss in a Mainstream Secondary School Magistrsko delo obravnava vključevanje gluhega dijaka v srednješolsko okolje z vidika uresničevanja inkluzivnih načel v srednjem poklicnem izobraževanju. V teoretičnem delu je predstavljen razvoj koncepta inkluzije od segregacijskih in integracijskih pristopov do sodobnega razumevanja inkluzije kot zagotavljanja enakih možnosti za vse dijake. Obravnavani so ključni mednarodni in nacionalni dokumenti, ki urejajo področje vključevanja oseb s posebnimi potrebami, posebnosti slovenskega sistema srednješolskega izobraževanja ter zakonske podlage za podporo dijakom s posebnimi potrebami. V nadaljevanju so predstavljene značilnosti gluhote, pomen znakovnih jezikov, položaj slovenskega znakovnega jezika ter vloga tolmačev pri izobraževanju gluhih oseb. Teoretična izhodišča razkrivajo razkorak med načeli inkluzivnega izobraževanja in njihovo dejansko implementacijo v šolski praksi. Empirični del temelji na kvalitativni študiji primera 17-letnega gluhega dijaka, vključenega v program nižjega poklicnega izobraževanja na večinski srednji šoli. Podatki so bili zbrani s polstrukturiranimi intervjuji z dijakom, tolmačko slovenskega znakovnega jezika, učiteljicama, svetovalno delavko in dijakovo materjo ter z opazovanjem učnega procesa. Analiza podatkov je bila izvedena po načelih kvalitativnega raziskovanja. Raziskava se osredotoča na prilagoditve učnega procesa, komunikacijske ovire, sodelovanje vrstnikov in strokovnih delavcev, načine ocenjevanja ter podporne mehanizme, ki vplivajo na uspešnost in socialno integracijo gluhega dijaka. Posebno pozornost namenja tudi izzivom, s katerimi se soočajo učitelji pri poučevanju gluhega dijaka, ter vprašanju dostopnosti strokovne podpore in medinstitucionalnega sodelovanja. Ugotovitve raziskave prispevajo k boljšemu razumevanju procesov inkluzije gluhih dijakov v srednjem poklicnem in strokovnem izobraževanju ter opozarjajo na potrebo po sistemskih izboljšavah na področju strokovne podpore, usposabljanja učiteljev, prilagajanja učnega procesa in zagotavljanja enakih možnosti. This master’s thesis examines the inclusion of a deaf student in mainstream secondary education from the perspective of implementing inclusive education principles in vocational secondary schooling. The theoretical framework traces the development of the concept of inclusion, from segregation and integration models to contemporary understandings of inclusion as ensuring equitable access to education for all learners. It reviews key international and national policy documents regulating the education of students with special educational needs, outlines the characteristics of the Slovenian secondary education system, and examines the legal framework supporting these learners. In addition, the theoretical part addresses deafness, the role and status of sign languages, the position of Slovenian Sign Language, and the function of sign language interpreters in educational settings. It highlights the gap between the principles of inclusive education and their implementation in everyday school practice. The empirical part is based on a qualitative case study of a 17-year-old deaf student enrolled in a lower-level vocational education programme at a mainstream secondary school. Data were collected through semi-structured interviews with the student, a Slovenian Sign Language interpreter, two subject teachers, a school counsellor, and the student’s mother, as well as through classroom observations. The data were analysed using qualitative content analysis. The study focuses on curriculum adaptations, communication barriers, peer and staff collaboration, assessment practices, and support mechanisms that influence the student’s academic participation and social inclusion. It also explores the challenges faced by teachers in educating a deaf student, as well as issues related to access to professional support and inter-institutional cooperation. The findings contribute to a deeper understanding of the inclusion of deaf students in vocational secondary education and emphasize the need for systemic improvements in teacher training, instructional design, professional support services, and equitable access to education. inkluzija gluhi dijak nižje poklicno izobraževanje slovenski znakovni jezik prilagoditve pouka komunikacijske ovire podpora učiteljem socialna integracija inclusion deaf student lower vocational education Slovenian Sign Language instructional adaptations communication barriers teacher support social integration true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-08 07:16:33 2026-07-08 07:16:39 2026-08-05 14:21:13 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 616992 283518211 65451.pdf 65451.pdf 1 C71150476FE8447165D2DC6ADBC4DC73 aa83a021a99f40256c989ec53348cf3db368285989cb565b55384de40f13bde3 13da7d30-7a8c-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237289 Filozofska fakulteta 0 0 0