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The role of social pedagogue in implementation of inclusion in primary schools

Tina Kogovšek (2018) The role of social pedagogue in implementation of inclusion in primary schools. MSc thesis.

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    Abstract

    In master's thesis I researched the role of social pedagogues in realizing inclusion in elementary schools. The main questions that I followed in the research process were: what can be the contribution of social pedagogues to the realization of inclusive education, or what their role in introducing inclusion in school is, and how specifically social pedagogues work with teachers, parents, children and other experts in order to achieve it. I was especially interested in how social pedagogues can help the teachers. In the theoretical part, I first focus on inclusion, where I research the definitions of inclusion and theoretical views on it. I focus on complexity of its realization in schools and on the search for factors or conditions that must be fulfilled so that inclusion can be carried out. After that I write about the field of social pedagogy and the links between social pedagogy and inclusion. Ultimately, I dedicate myself to researching the profile of social pedagogues in counselling and cooperation between social pedagogues and teachers. Six Slovenian elementary schools were involved in the survey. I interviewed six social pedagogues and twelve teachers. The main purpose of the research was to highlight and emphasize the role of social pedagogues in the implementation of inclusive school practice. The results showed that a social pedagogue can play an important role in establishing inclusion in school, as they better understand children, parents, school staff and experts of external institutions. Interviewed social pedagogues see helping children as their greatest contribution to inclusion, parents and teachers when they need it - in organizing inclusive education courses; organizing supervisions and preventive workshops, and in the organization of projects and activities for learning social skills and learning about the diversity of people. The results also point to the need for good cooperation between social pedagogues and teachers, where social pedagogues contribute with their counselling, guidance on upbringing, teamwork and awareness of the importance of building a good relationship with each child separately.

    Item Type: Thesis (MSc thesis)
    Keywords: inclusion, social inclusion, excluded children, social pedagogue, teachers
    Number of Pages: 91
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    prof. dr. Mojca Peček ČukMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=12084553)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5222
    Date Deposited: 20 Aug 2018 09:17
    Last Modified: 20 Aug 2018 09:17
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5222

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