Suchergebnisse

Inkluzija je proces u kojem redovne osnovne škole i socijalno okruženje smanjuju prepreke za djecu s posebnim potrebama, što omogućava ravnopravno sudjelovanje sve djece u obrazovnom procesu. Područje obrazovanja djece i adolescenata s posebnim potrebama u Sloveniji pretrpjelo je velike promjene u posljednjih 20 godina. Zakonodavstvo usvojeno 2000. godine (Zakon o usmerjanju otrok s posebnimi potrebami, 2000) utvrdilo je uključivanje kao osnovno načelo u ovom području. Sukladno tome, povećava se broj djece i adolescenata s posebnim potrebama koji su uključeni u uobičajene oblike obrazovanja, također slijepih i slabovidnih. Osim toga, još uvijek postoje posebne obrazovne ustanove koje provode programe prilagođene djeci i adolescentima s posebnim potrebama. Inkluzija nije samo činjenica da je u učionicu ušao novi učenik koji je drugačiji i treba mu više pažnje. Umjesto toga, mora postojati pažljivo isplaniran projekt koji omogućava učenicima s posebnim potrebama da se integriraju u redovno obrazovanje. Uključivanje mora biti planirano i pripremljeno. Prije nekoliko godina učenica oštećenog vida bila je uključena u prvi razred naše škole. To je bio prvi primjer uključivanja djeteta s ovom vrstom deficita, prepreke ili poremećaja u našu školu. Za sve je stručne djelatnike u školi to bio značajan izazov, također prožet neizvjesnošću i strahom od nepoznatog. Inkluzija u Sloveniji osigurana je obrazovnim programom s prilagođenom provedbom i dodatnom stručnom pomoći, koji se provodi u svim osnovnim školama. Članak predstavlja praktični primjer uključivanja slabovidne učenice u redovnu osnovnu školu. ; Inclusion is a process in which the regular primary schools and the social environment reduce barriers for children with special needs, which enables equal participation of all children in the educational process. Over the past 20 years the field of education of children and adolescents with special needs in Slovenia has undergone major changes. Legislation adopted in 2000 (Zakon o usmerjanju otrok s posebnimi potrebami (Placement of Children with Special Needs Act), 2000) identified inclusion as a basic principle in this area. Accordingly, the number of children and adolescents with special needs who are included in the usual forms of education is increasing, including the blind and visually impaired. Besides, there are still special educational institutions that implement tailored programs for children and adolescents with special needs. Inclusion is not just the fact that a new student has come into the classroom, a student who is different and needs more attention. Instead, there must be a carefully planned project that allows the student with special needs to be integrated into regular education. Involvement must be planned and prepared. A few years ago, a student with impaired vision was included in the first grade of our school. It was the first example of the inclusion of a child with this type of deficit, obstacle or disorder in our school and for all professionals it was a considerable challenge, also imbued with uncertainty and fear of the unknown. Inclusion in Slovenia is provided by an educational program with customized implementation andadditional professional assistance, which is implemented at the majority of primary schools. This article presents a practical example of the inclusion of a visually impaired student in a regular primary school.