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Učenci z dolgotrajnimi boleznimi so, tako kot vsi otroci, vključeni v vse vzgojno – izobraževalne predmete. To velja tudi za predmet šport. Cilj magistrskega dela je bil ugotoviti, katere so najpogostejše težave, ki jih ima učenec s specifičnimi dolgotrajnimi boleznimi pri predmetu šport. Zanimalo nas je, katere prilagoditve potrebuje za to, da lahko brez večjih težav izvaja vse vsebine in kako gibalno učinkovit je v primerjavi z vrstniki z normativnim razvojem. V raziskavo, ki je temeljila na študiji primera, smo vključili učenca, ki je v šolskem letu 2021/22 obiskoval prvi razred Prilagojenega izobraževalnega programa z nižjim izobrazbenim standardom. V okviru raziskave smo učenca nestrukturirano opazovali 40 ur pri pouku športa. Ugotovili smo, da učenec pri večini vsebin, ki so zapisani v Učnem načrtu za prilagojen izobraževalni program z nižjim izobrazbenim standardom, ima težave in potrebuje dodatne prilagoditve. Ugotovili smo tudi, da je njegova gibalna učinkovitost pod povprečjem v primerjavi z njegovimi vrstniki z normativnim razvojem. Pupils with long-term illnesses, like all children, are included in all educational subjects. This also applies to the subject Sport. The aim of the master's was to identify the most common problems that a pupil with a specific long-term illness faces in the subject Sport. We wanted to know what kind of adjustments they need fort hem to be able to perform all the content withouth major difficulties and how physically effective they are compared to peers with normative development. The study, which was based on a case study, included a pupil who attended the first grade of the Adjusted Educational Programme with a lower educational standard in the 2021/2022 school year. As part of the study, the student was observed unstructured for 40 hours in sports lessons. We discovered that in most content written in the Curriculum for a tailored educational programme with a lower educational standard, the pupil faced difficulties and needs additional adaptations. We also determined that his movement efficiency was below average compared to their peers with normative development. |
