https://doi.org/10.59132/vviz/2025/2/78-97
Povzetek
V kontekstu sodobnih konceptualnih premikov, ki v slovenskem izobraževalnem prostoru krepijo razumevanje varnega in spodbudnega učnega okolja kot temeljnega pogoja kakovostnega izobraževanja otrok s posebnimi potrebami, prispevek osvetljuje pomen teh okvirov pri izobraževanju otrok z avtističnimi motnjami. Raziskava, zasnovana na kvantitativni metodologiji, osvetljuje sklepne ugotovitve ob zaključku devetletne longitudinalne spremljave uvajanja prilagojenega izobraževalnega programa osnovne šole za otroke z avtističnimi motnjami, pri čemer se prispevek osredotoča na zagotavljanje varnega in spodbudnega učnega okolja v zadnjem letu spremljave. Ugotovitve kažejo, da imajo strokovni delavci ključno vlogo pri oblikovanju ustreznega učnega okolja, ki presega formalno izvajanje individualnih prilagoditev. Izsledki raziskave so izhodišče za oblikovanje strokovnih priporočil, namenjenih šolskim kolektivom pri ustvarjanju učnega okolja, ki odgovarja na vzgojno-izobraževalne potrebe otrok z avtističnimi motnjami v okviru prilagojenega izobraževalnega programa z enakovrednim izobrazbenim standardom.
Abstract
Creating a Safe and Stimulating Learning Environment in an Adapted Primary School Programme with an Equivalent Educational Standard for Children with Autism Spectrum Disorders
In the context of contemporary conceptual shifts within the Slovenian education, which increasingly recognise a safe and supportive learning environment as a fundamental precondition for high-quality education of children with special educational needs, this contribution highlights the significance of such frameworks in the education of children with autism spectrum disorders (ASD). The study, based on a quantitative methodology, presents the key findings of a nine-year longitudinal monitoring of the implementation of an adapted primary school programme for children with ASD, with a particular focus on ensuring a safe and supportive learning environment in the final year of monitoring. The findings reveal that educational professionals play a crucial role in shaping an appropriate learning environment that goes beyond the formal implementation of individual adaptations. The results of the study provide a foundation for developing professional guidelines aimed at helping school teams create a learning environment that responds effectively to the educational needs of children with autism spectrum disorder within the adapted education programme with an equivalent educational standard.