Izvleček
Šolska knjižnica je inkluzivna za vse skupine uporabnikov, tudi za učence s posebnimi potrebami. Učenci z motnjami avtističnega spektra (MAS) predstavljajo vse pogostejšo skupino še posebej v knjižnicah na šolah s prilagojenim programom. Zaradi specifičnih potreb te skupine učencev šolske knjižnice za njih pripravijo prilagojene dejavnosti, storitve in programe namenjene kakovostni podpori izobraževanja. Prispevek predstavi področje motenj avtističnega spektra in rezultate kvalitativne raziskave o stanju vključenosti učencev z MAS v dejavnosti knjižnice na šoli s prilagojenim programom. Rezultati polstrukturiranega intervjuja s šolsko knjižničarko potrjujejo potrebo po specifičnem znanju in izkušnjah za delo z učenci z MAS. Knjižnični prostor je opremljen s posebnim pohištvom in ima kotičke tišine. Učenci si lahko izposodijo lažje berljivo gradivo in imajo možnost daljše izposoje. Za ponazoritev vsebine pri branju pogosto uporabljajo konkretne predmete. Učenci z MAS radi obiskujejo šolsko knjižnico. Šolska knjižničarka pa vidi še nekaj priložnosti za izboljšave, kot je npr. branje s terapevtskim psom.
Abstract
ASD Schoolchildren in a Primary School Library with Adapted Education Programme
The school library is inclusive for all user groups, including students with special needs. Students with autism spectrum disorders (ASD) are an increasingly common group, especially in libraries at schools with an adapted program. Due to the specific needs of this student group, school libraries prepare adapted activities, services and programs for them, aimed at quality educational support. The article presents the field of autism spectrum disorders and the results of a qualitative study on the state of inclusion of students with autism spectrum disorders in library activities at schools with an adapted program. The results of a semi-structured interview with the school librarian confirm the need for specific knowledge and experience for working with students with ASD. The library space is equipped with special furniture and has quiet corners. Students can borrow easier-to-read materials and have the option of longer loans. They often use concrete objects to illustrate the content when reading. Students with ASD like to visit the school library. The school librarian sees some opportunities for improvement, such as reading with a therapeutic dog.