Povzetek
Želeli smo raziskati načine, kako podpreti dvojno izjemne učence v procesu učenja, ter vzpostaviti konstruktivno sodelovanje med učitelji in drugimi strokovnimi delavci ter starši. Cilj je bil oblikovati varnejše psihološko okolje za dvojno izjemne učence, tako v primeru socialne vključenosti kot emocionalne razbremenitve frustracij. Šele to je pogoj, da lahko učenec deluje v skladu s svojimi sposobnostmi. Pri tem je bistvenega pomena, da je omenjena dodatna strokovna pomoč in podpora pravilno usmerjena in izvajana. Znanje učiteljev je bilo treba nadgraditi tako na področju dvojne izjemnosti oz. razumevanja te specifike za funkcioniranje učenca v šoli kot za osvetlitev pomena posameznih primanjkljajev, ovir ali motenj, ki so lahko v različnih kombinacijah bistveno zahtevnejše za organizacijo in izvajanje samega pouka v razredu. Rezultat dvoletnega dela je bil uresničen vsaj delno, ker so učenci praviloma dosegali boljši učni uspeh, ob boljšem počutju v šoli so poročali tudi o boljših medvrstniških odnosih, ki pa so nihali od dobrih do zopet konfliktnih. Pomembna razlika je bila v tem, da smo ob vsaki novi težavi, ki smo se je lotili in jo reševali, krepili spoznanje, da je rešljiva, in krepili zaupanje, da jo zmoremo preseči.
Abstract
Support for Twice-exceptional Students in School
We wanted to explore ways of supporting twice-exceptional students in the learning process as well as developing a constructive cooperation of teachers with other professionals and parents. The objective was to create a safer psychological environment for twice-exceptional students both in terms of social inclusion and emotional relief and releasing of frustrations, which is the necessary condition for them being able to perform according to their abilities. In doing so, it is crucial that this additional professional assistance and support be directed and executed appropriately. Teacher knowledge in the area of twice- exceptionality needed to be upgraded in terms of understanding the specifics in order to enable the functioning of twice-exceptional students in school and emphasize the importance of individual gaps, obstacles or disorders that can be, in different combinations, much more challenging in organizing and implementing classes in the classroom. The result of the two-year work was at least partially realized with students mostly achieving better learning outcomes, having a better school experience and improving their relationships with their peers, which, however, still regularly varied from good to conflicting. The only difference was that with every new problem that we tackled and solved, we strengthened our realization and our confidence that it can be solved.