514 KB45 KB199520252025Kozmus, AndrejaLah, Tjašaštevilka:3/4letnik:40str. 156-170ISSN:0353-1392DOI:10.55707/ds-po.v40i3-4.203COBISSID_HOST:262854659URN:URN:NBN:SI:doc-IZQETPY3slPedagoška fakultetaPedagoška obzorjaPedagoška obzorjachildren with special needsdiscriminationdiskriminacijaeight gradersosmošolciosnovna šolaotroci s posebnimi potrebamiprimary schoolstigmatisationstigmatizacijaSkriti obrazi izključevanja| stigma otrok s posebnimi potrebami v očeh vrstnikov|This article focuses on the issue of stigmatization, particularly of children with special needs (CSN) who attend primary school with adapted educational programs and receive additional expert assistance. The theoretical part outlines the fundamental forms of stigmatization, reflected through interconnected stereotypes, prejudices and discrimination – operating both on a systemic level (ableism) and on a direct, interpersonal level (disableism). The empirical part presents the findings of a study conducted among 120 eighth graders from primary schools in the Kozjansko and Obsotelje regions. The research focuses on students’ perceptions of the presence of stigmatization of CSN and students’ attitudes towards such peers, with particular attention to gender differences. The results reveal that students do recognize the presence of stigmatization of CSN in society, although this awareness appears only in relation to certain statements. Regarding individual traits commonly as-sociated with CSN, students’ responses were predominantly ambivalent. Students frequently described these children as unpredictable, struggling with behavioural self-regulation, and often lacking independence. Significant differences in stigmatization by gender are rarely observed. These inconclusive findings highlight the need for a systematic approach to addressing stigmatization within the school environmentV prispevku se osredotočamo na stigmatizacijo, še posebej otrok s posebnimi potrebami (OPP), ki obiskujejo izobraževalni program osnovne šole s prilagojenim izvajanjem in dodatno strokovno pomočjo. V teoretičnem delu so predstavljene temeljne oblike stigmatizacije, ki se odražajo skozi medsebojno povezane stereotipe, predsodke in diskriminacijo na sistemski (ableizem) in neposredni, odnosni (disableizem) ravni. V empiričnem delu predstavljamo ugotovitve raziskave, izvedene med 120 osmošol-ci, ki obiskujejo OŠ na območju Kozjanskega in Obsotelja. V raziskavi smo proučevali zaznave osmošolcev glede prisotnosti stigmatizacije OPP v družbi, še posebej so nas zanimale razlike po spolu in stališča osmošolcev do OPP. Rezultati kažejo, da osmošolci zaznavajo prisotnost stigmatizacije v družbi, a le pri posameznih trditvah. Pomembne razlike po spolu so redko prisotne. V stališčih do določenih značilnosti OPP so osmošolci večinoma neopredeljeni, za OPP pogosteje menijo, da so nepredvidljivi, imajo težave s samoregulacijo vedenja in so nesamostojni. Neenotne ugotovitve kažejo na potrebo po sistematičnem naslavljanju stigmatizacije v šolskem prostoruTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaPedagoška obzorja