Vloga socialnega pedagoga pri uresničevanju inkluzije v osnovnih šolah

Kogovšek, Tina (author), Peček Čuk, Mojca (mentor)

V magistrskem delu sem raziskovala vlogo socialnih pedagogov pri uresničevanju inkluzije v osnovnih šolah. Osnovni vprašanji, ki sta me vodili v procesu raziskovanja, sta naslednji: kakšen je lahko doprinos socialnih pedagogov k uresničevanju inkluzivnega izobraževanja oziroma kakšna je njihova vloga pri vpeljavi inkluzije v šoli ter kako konkretno socialni pedagogi z namenom uresničevanja inkluzije sodelujejo z učitelji in drugimi strokovnjaki znotraj šole ter starši in otroki, pri čemer so me posebej zanimale možnosti pomoči in podpore socialnih pedagogov učiteljem. V teoretičnem delu se najprej posvetim inkluziji, kjer podrobneje raziskujem opredelitve inkluzije, teoretične poglede v zvezi z njo, dotaknem pa se tudi dejstev, ki govorijo o zahtevnosti njene implementacije v šolah in iskanju dejavnikov oziroma pogojev, ki morajo biti izpolnjeni, da se lahko inkluzija v praksi zares uresničuje. V nadaljevanju pišem o stroki socialne pedagogike in povezavah socialne pedagogike z inkluzijo, na koncu pa se posvetim tudi raziskovanju profila socialnega pedagoga v svetovalni službi in sodelovanju med socialnimi pedagogi in učitelji. V raziskavi je sodelovalo šest slovenskih osnovnih šol, in sicer sem intervjuje opravila s šestimi socialnimi pedagoginjami in dvanajstimi učiteljicami. Glavni namen raziskave je osvetliti in poudariti vlogo socialnih pedagogov pri uresničevanju inkluzivne šolske prakse. Rezultati so pokazali, da ima lahko socialni pedagog pomembno vlogo pri vzpostavljanju inkluzije v šoli, saj ima kot strokovnjak znotraj svetovalne službe stik oziroma je ravno on povezovalec tako otrok, staršev, zaposlenih v šoli kot tudi strokovnjakov zunanjih institucij. Intervjuvane socialne pedagoginje svoj največji doprinos k inkluziji vidijo v pomoči otrokom, staršem in učiteljem, kjer jo ti potrebujejo – v organiziranju izobraževanj, povezanih z inkluzijo; organiziranju supervizij in intervizij; v preventivnih delavnicah, v organiziranju projektov in aktivnosti za učenje socialnih veščin in spoznavanje raznolikosti ljudi. Rezultati kažejo tudi na potrebo po dobrem sodelovanju med socialnimi pedagogi in učitelji, kjer so socialni pedagogi učiteljem pomembna opora s svetovanjem, usmerjanjem, napotki o vzgojnem delovanju, timskim delom in z osveščanjem o pomembnosti grajenja dobrega odnosa z vsakim otrokom posebej.

• Language: Slovenian
• Keywords: inkluzija
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-102324
• COBISS.SI-ID: 12084553
• Publication date in RUL: 31.08.2018

Secondary language

• Language: English
• Title: The role of social pedagogue in implementation of inclusion in primary schools

Abstract

In master's thesis I researched the role of social pedagogues in realizing inclusion in elementary schools. The main questions that I followed in the research process were: what can be the contribution of social pedagogues to the realization of inclusive education, or what their role in introducing inclusion in school is, and how specifically social pedagogues work with teachers, parents, children and other experts in order to achieve it. I was especially interested in how social pedagogues can help the teachers. In the theoretical part, I first focus on inclusion, where I research the definitions of inclusion and theoretical views on it. I focus on complexity of its realization in schools and on the search for factors or conditions that must be fulfilled so that inclusion can be carried out. After that I write about the field of social pedagogy and the links between social pedagogy and inclusion. Ultimately, I dedicate myself to researching the profile of social pedagogues in counselling and cooperation between social pedagogues and teachers. Six Slovenian elementary schools were involved in the survey. I interviewed six social pedagogues and twelve teachers. The main purpose of the research was to highlight and emphasize the role of social pedagogues in the implementation of inclusive school practice. The results showed that a social pedagogue can play an important role in establishing inclusion in school, as they better understand children, parents, school staff and experts of external institutions. Interviewed social pedagogues see helping children as their greatest contribution to inclusion, parents and teachers when they need it - in organizing inclusive education courses; organizing supervisions and preventive workshops, and in the organization of projects and activities for learning social skills and learning about the diversity of people. The results also point to the need for good cooperation between social pedagogues and teachers, where social pedagogues contribute with their counselling, guidance on upbringing, teamwork and awareness of the importance of building a good relationship with each child separately.

• Keywords: inclusion