Povzetek
V prispevku obravnavamo sociometrični položaj dijakov s primanjkljaji na posameznih področjih učenja. Osredinili smo se na srednješolsko populacijo, ki se izobražuje v programih srednjega poklicnega izobraževanja. V empiričnem delu prispevka predstavljamo ugotovitve, do katerih smo prišli na podlagi raziskave, v katero smo zajeli 417 dijakov (359 fantov in 58 deklet) prvega letnika, od tega 105 s primanjkljaji na posameznih področjih učenja. Ugotavljamo, da so dijaki s primanjkljaji na posameznih področjih učenja v razredne skupnosti slabše integrirani kot njihovi sošolci brez posebnih potreb, kar smo izmerili preko sociometričnih analiz vseh sodelujočih oddelkov. Rezultati sociometrične analize namreč kažejo na statistično značilne razlike v sociometričnih položajih dijakov s primanjkljaji na posameznih področjih učenja in njihovih sošolcev. Medtem ko so dijaki s primanjkljaji največkrat opredeljeni kot zavrnjeni, so dijaki brez posebnih potreb največkrat opredeljeni kot priljubljeni ali povprečni.
Abstract
Sociometric Status of Secondary School Students with Specific Learning Disabilities (SLDs) in Secondary Vocational Education (SVE)
The paper discusses the sociometric status of secondary school students with specific learning disabilities. It focuses on the secondary school population receiving education in vocational secondary education programmes. The empirical part of the paper presents the findings obtained with a survey that encompassed 417 first-year secondary school students (359 boys and 58 girls), of whom 105 had specific learning disabilities. It has been established that secondary school students with specific learning
disabilities are not as well integrated into the classroom community as their classmates without special needs, which was measured using sociometric analyses of all participating classes. The results of the sociometric analysis show statistically significant differences in the sociometric statuses of secondary school students with specific learning disabilities and of their classmates. Whereas secondary school students with disabilities are most often labelled as rejected, the secondary school students without special needs are most often labelled as popular or average.