Sprejemanje učencev s posebnimi potrebami med njihovimi šolskimi vrstniki
DOI:
https://doi.org/10.55707/ds-po.v40i2.174Ključne besede:
učenci s posebnimi potrebami, inkluzija, socialna integracija, stališča učencevPovzetek
Vrstniško sprejemanje je eden od ključnih dejavnikov in tudi kazalec uspešnosti inkluzivnega izobraževanja. Kaže se kot neposreden in običajno spontan način vedenja do bližnjega ter v medvrstniških interakcijah tako v razrednem in šolskem okolju kot tudi v druženju teh otrok izven šole. V kvantitativni raziskavi smo to sprejemanje ugotavljali s pomočjo preverjanja štirih ključnih dimenzij: raven sprejemanja učencev s posebnimi potrebami s strani sošolcev, vzpostavljanje njihovih prijateljstev, percepcija njihove socialne samopodobe in pripravljenost za njihove socialne interakcije. Študija je pokazala, da imajo učenci s posebnimi potrebami v šolskem prostoru, kjer je prisotna šolska avtoriteta, boljše mesto med vrstniki kot pa v primeru druženja z vrstniki brez prisotnosti odraslih. Sicer pa je stopnja integracije otrok s posebnimi potrebami nizka, poleg tega pa obstaja diskrepanca med proklamiranimi družbenimi cilji in dejanskim sprejemanjem otrok s posebnimi potrebami s strani vrstnikov.
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