Samopodoba v povezavi s socialno anksioznostjo in samoučinkovitostjo dijakov s posebnimi potrebami v srednjem poklicnem izobraževanju ; Self-image in connection with social anxiety and self-efficacy of students with special needs in secondary vocational education

V doktorski disertaciji smo obravnavali značilnosti problematike socialne integracije dijakov s posebnimi potrebami v različnih programih srednjega poklicnega izobraževanja. S komparativno analizo in pregledom obstoječih raziskav tako v slovenskem kot tudi svetovnem prostoru smo dobili širok teoretični vpogled v samopodobo, splošno in specifično samoučinkovitost ter socialno anksioznost učencev in dijakov s posebnimi potrebami v primerjavi z njihovimi sošolci brez posebnih potreb. Predstavili smo slovensko zakonsko podlago, ki narekuje vsem strokovnim delavcem v vzgoji in izobraževanju individualiziran pristop, zagotavljanje prilagoditev in ustrezne dodatne strokovne pomoči ter podpore, ki lahko mladostniku s posebnimi potrebami omogoča razvoj vseh njegovih potencialov. Namen empiričnega dela doktorske disertacije je zapolnitev vrzeli na področju raziskovanja socialne integracije v slovenskem srednješolskem prostoru. Osredotočili smo se na srednješolsko populacijo, natančneje na populacijo mladostnikov, ki se izobražujejo v programih srednjega poklicnega izobraževanja, za katere je v slovenskem šolskem polju značilna negativna selekcija. V navedene programe namreč vpis iz leta v leto izrazito upada, med dijaki, ki se vključijo, pa prevladujejo učno šibkejši dijaki, ki prihajajo iz družinskega okolja z nizkim kulturnim kapitalom, dijaki z nizko stopnjo notranje motivacije, ki so vedenjsko problematični, ter dijaki s posebnimi potrebami (program srednjega poklicnega izobraževanja je namreč program, ki ga izbere vsako leto 45 % vseh dijakov s posebnimi potrebami). V raziskovalni vzorec smo zajeli 417 dijakov prvega letnika, od tega 105 s posebnimi potrebami (opredelitev: primanjkljaji na posameznih področjih učenja), ki so bili anketirani v začetku in ob zaključku šolskega leta 2011/2012. Želeli smo namreč dobiti vpogled, kaj se dogaja s samopodobo, s splošno in socialno samoučinkovitostjo ter socialno anksioznostjo tekom leta. Pri dijakih s posebnimi potrebami smo zaznali statistično značilno slabšo samopodobo, nižjo oceno splošne in socialne samoučinkovitosti ter višjo oceno socialne anksioznosti kot pri njihovih sošolcih brez posebnih potreb. Splošna in socialna samoučinkovitost sta iz inicialnega v finalno merjenje celo upadli. Dijaki s posebnimi potrebami so v razredne skupnosti slabše integrirani kot njihovi sošolci brez posebnih potreb, kar smo izmerili tudi preko sociometričnih analiz. Rezultati sociometrične preizkušnje namreč kažejo na statistično značilne razlike v sociometričnih statusih dijakov s posebnimi potrebami in njihovih sošolcev. Medtem ko so dijaki s posebnimi potrebami največkrat opredeljeni kot zavrnjeni, so dijaki brez posebnih potreb največkrat opredeljeni kot priljubljeni ali povprečni. Na osnovi teoretičnih in empiričnih spoznanj doktorske disertacije ugotavljamo, da je ključnega pomena oblikovanje celostne mreže pomoči, ki zajema vse udeležence vzgojno- izobraževalnega procesa. Dijakom s posebnimi potrebami lahko odstranimo ovire na poti do cilja in sledimo njihovi največji koristi, ko se osredotočimo ne le na dijake same, temveč tudi na strokovne delavce v srednji šoli, starše dijakov s posebnimi potrebami in ne nazadnje sošolce dijakov s posebnimi potrebami. Še vedno pa vidimo, med vsemi navedenimi subjekti vzgojno-izobraževalnega procesa, učitelja kot subjekt, ki je ključnega pomena pri razvoju inkluzivne šolske kulture ter pri opolnomočenju dijakov s posebnimi potrebami. ; In dissertation we dealt with issues regarding social integration of students with special needs in different programs of secondary vocational education. With comparative analysis and an overview of existing researches in Slovenia as well as on a world scale we were given a wide theoretical insight into self-image, general and specific self-efficacy, and social anxiety of pupils and students with special needs in comparison to their peers without special needs. We introduced a Slovenian legal basis that enables all professionals in education and schooling individualized approach, assuring adaptation and adequate professional help and support in order to make it possible for an adolescent with special needs to develop all his/her potentials. The purpose of the empirical part of the dissertation was to fill the gap in the area of social integration research in the Slovenian secondary school setting. Our focus was on the secondary school population, or, to be more precise, on the population of adolescents who are enrolled in the programs of secondary vocational education that are known to have a negative selection in Slovenian school setting. These programs are facing a decline in enrollment from one year to the next, whereas among enrolled students weaker learners that come from a family environment with low cultural capital, students with low level of self-motivation who have behavioral problems, and students with special needs prevail (the program of secondary vocational education is namely known to be picked by 45 percent of all students with special needs each year). The research sample included 417 students, among which there were 105 with special needs (definition: learning disabilities), who were surveyed at the beginning and the end of the school year 2011/12. We wanted to get the insight of what is happening with self-image, general and social self-efficacy, and social anxiety throughout the year. We perceived statistically typical weaker self-image, lower general and social self-efficacy, and higher social anxiety in students with special needs in comparison to their peers without special needs. Moreover, general and social self-efficacy even dropped between initial and final measurement. Students with special needs face a more difficult integration than their peers without special needs according to sociometric analyses. The results of those analyses namely show statistically typical differences in sociometric statuses of students with special needs and their peers. Students with special needs are most times defined as rejected, while students without special needs are generally identified as popular or average. On the basis of the theoretical and empirical findings of the dissertation we came to the conclusion that the key is to form an integrated network of assistance including all participants in education and schooling process. We can remove the obstacles for students with special needs on the way to the finish and follow their best interests when focusing not merely on the students, but also on professionals in secondary school, parents of students with special needs, and, last but not least, their peers. Nonetheless, we still acknowledge among all mentioned subjects in education and schooling process the teacher as a subject who has a crucial importance in the development of inclusive school culture and the empowerment of students with special needs.