20.500.12556/RUL-190045 Vrednotenje učne uspešnosti učencev s posebnimi potrebami pri izobraževanju na domu magistrsko delo Assessment of the learning achievement of students with special educational needs in home education Zakonodaja Republike Slovenije izobraževanje na domu omogoča tudi učencem s posebnimi potrebami, vendar je področje spremljanja in vrednotenja njihove učne uspešnosti še vedno slabo raziskano, njegova normativna ureditev pa nekaterih vidikov ne opredeljuje podrobneje. Zakon o osnovni šoli določa, da se znanje teh učencev ocenjuje z izpitnim ocenjevanjem pred komisijo, medtem ko podrobnejše strokovne usmeritve za spremljanje napredka in ocenjevanje niso jasno določene. Javno dostopni podatki ne omogočajo celovitega vpogleda v učno uspešnost teh učencev, čeprav se jih je v zadnjih letih na domu izobraževalo med 54 in 59 učencev s posebnimi potrebami letno. Cilj raziskave je analizirati, kako je v Sloveniji pravno in organizacijsko urejeno spremljanje in vrednotenje učne uspešnosti učencev s posebnimi potrebami pri izobraževanju na domu ter kako se ta ureditev uresničuje v praksi, z namenom prepoznati ključne izzive in oblikovati strokovno utemeljene predloge za izboljšave. Raziskava temelji na kvalitativnem raziskovalnem pristopu in deskriptivni metodi pedagoškega raziskovanja. Podatki so bili zbrani s polstrukturiranimi intervjuji, ki so bili večinoma izvedeni pisno po elektronski pošti, z desetimi udeleženci – štirimi učitelji matičnih šol, štirimi starši in dvema učiteljema za izobraževanje na domu – ter analizirani s kvalitativno vsebinsko analizo. Rezultati kažejo, da normativna ureditev podrobneje ureja predvsem zaključno ocenjevanje, medtem ko sprotnega spremljanja napredka ne opredeljuje podrobneje. Iz odgovorov udeležencev izhaja, da je njihova informiranost pogosto povezana z lastno angažiranostjo, vloge posameznih udeležencev pa niso jasno razmejene. Izkušnje udeležencev kažejo na razlike med šolami v sodelovanju, organizaciji in prilagajanju ocenjevanja, pri čemer učitelj za izobraževanje na domu kljub dobremu poznavanju učenca po izkušnjah sodelujočih pogosto nima pomembnejše vloge pri končnem vrednotenju. Sprotno spremljanje napredka in sodelovanje med deležniki nista podrobneje normativno opredeljena, informacije o učenčevem celoletnem delu pa niso neposredno vključene v končno oceno. Predlogi udeležencev in primerjava s tujimi praksami usmerjajo h kombiniranemu modelu vrednotenja, v katerem bi zaključni izpit ostal način ocenjevanja doseganja standardov znanja, dopolnjevali pa bi ga dokumentirano spremljanje napredka, večja vključenost učitelja za izobraževanje na domu in različne oblike izkazovanja znanja. Ugotovitve kažejo, da se normativna nedorečenost v obravnavanih primerih povezuje z različnimi praksami izvajanja vrednotenja ter z večjo odvisnostjo njegove kakovosti od praks posamezne šole in strokovnih delavcev. Rezultati nakazujejo potrebo po jasnejši sistemski ureditvi in bolj poenoteni uporabi obstoječih dobrih praks. The legislation of the Republic of Slovenia also permits pupils with special educational needs (SEN) to be educated at home. However, the monitoring and evaluation of these pupils’ academic achievement remains under-researched, and the relevant regulations do not specify certain aspects in detail. The Basic School Act stipulates that these pupils’ knowledge is assessed through examinations before a committee, but more detailed professional guidelines for monitoring progress and assessment are not clearly defined. Publicly available data do not provide a comprehensive picture of these pupils’ academic achievement, even though between 54 and 59 pupils with SEN have been educated at home each year in recent years. The aim of the study is to analyse how the monitoring and evaluation of the academic achievement of pupils with SEN in home education is regulated legally and organisationally in Slovenia, and how this framework is implemented in practice, in order to identify key challenges and formulate professionally grounded proposals for improvement. The study adopts a qualitative research approach and a descriptive method of educational research. Data were collected through semi-structured interviews, mostly conducted in writing via email, with ten participants (four teachers from enrolling schools, four parents and two home education teachers) and were analysed using qualitative content analysis. The results show that the regulations mainly address final assessment in detail, whereas ongoing process monitoring is not regulated in comparable detail. Participants' responses suggest that how well informed they are often depends on their own initiative, and that the roles of individual stakeholders are not clearly delineated. Participants' experiences point to differences between schools in cooperation, organisation and the adaptation of assessment. According to the participants, the home education teacher often has no significant role in the final evaluation, despite knowing the pupil well. Ongoing progress monitoring and cooperation between stakeholders are not regulated in detail, and information about the pupil's work throughout the school year is not directly incorporated into the final grade. The participants’ proposals and the comparison with practices abroad point to a combined evaluation model. In this model, the final examination would remain a means of assessing whether prescribed knowledge standards have been achieved, supplemented by documented monitoring of progress, greater involvement of the home education teacher, and alternative ways of demonstrating knowledge. The findings indicate that, in the cases examined, regulatory ambiguity is associated with differing evaluation practices and a greater dependence of evaluation quality on the practices of individual schools and professionals. The results suggest a need for clearer systemic regulation and more consistent application of existing good practices. pouk na domu otroci s posebnimi potrebami izobraževanje na domu učenci s posebnimi potrebami učna uspešnost preverjanje ocenjevanje individualizirani program home schooling students with special needs academic achievement testing assessment individualised programme true false false L. Šimec Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-10-21 08:30:29 2026-10-21 08:30:37 2026-10-22 08:48:44 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana IX, 68 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376-053.2(043.2) 219524 301997315 57122.pdf 57122.pdf 1 AB2750B74AC78101AFFB84BE6DFD9B40 f5c21211478983a48d4ceaad875352792b54435ebfb0eb143dfbf9301282f73c b9e34ae9-cd18-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=251034 Pedagoška fakulteta 0 0 0