https://doi.org/10.59132/viz/2025/2-3/28-37
Izvleček
Vključujoče fizično in socialno učno okolje imata pomembno vlogo pri podpori učencem s posebnimi vzgojno-izobraževalnimi potrebami. Omenjena vidika učnega okolja smo raziskovali v šolskem letu 2023/2024 v okviru razvojne naloge Vključujoča šola – vključujoč fizični prostor. S primeri prikažem, kako lahko spremembe v fizičnem okolju hkrati odgovorijo tudi na učenčeve socialno-čustvene potrebe, posebej če so pri snovanju in spremljanju vpliva sprememb učenci aktivni soustvarjalci. Primeri so izbrani iz štirih širših področij učenčevega funkcioniranja, in sicer komunikacije in sodelovanja, spoznavnega razvoja in učenja, socialno-čustvenega učenja in senzoričnih ter fizičnih potreb. V prispevku uporabljam izraz učenec s posebnimi vzgojno-izobraževalnimi potrebami, s katerim poimenujem otroke in mladostnike s posebnimi vzgojno-izobraževalnimi potrebami.
Abstract
Support for Students with Special Education Needs: Adapting to Physical and Social Learning Environment
Creating inclusive physical and social learning environments is crucial for supporting students with special educational needs (SEN). These aspects of the learning environment were explored in the 2023/2024 school year as part of the Inclusive School – Inclusive Physical Space developmental task. We provide examples demonstrating how modifications to the physical environment can also address students’ socio-emotional needs, specifically when students actively participate in designing and assessing the impact of the changes. The examples fall into four areas of pupil functioning: communication and cooperation, cognitive development and learning, socio-emotional learning, and sensory and physical needs. The term “learner with special educational needs” refers to children and adolescents with special educational needs.