dc.contributor | Gutvajn, Nikoleta | |
dc.creator | Drobnič, Janez | |
dc.date.accessioned | 2021-10-15T11:53:52Z | |
dc.date.available | 2021-10-15T11:53:52Z | |
dc.date.issued | 2016 | |
dc.identifier.isbn | 978-86-7447-128-9 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/637 | |
dc.description.abstract | In the paper How students with special needs should be educated, Janez Drobnič shows that
special schools can be seen as an opportunity to ensure the right to education for students with
special needs, while on the other hand, they imply inequality in education because of students’
exclusion from conventional learning environments provided to other students. Considering
the fact that school counsellors’ task is to help the integration of students with special needs, the author conducted research on school counsellors’ attitudes towards the education of students with
special needs, in particular as to where such education should take place. One hundred and one
school counsellors from primary, secondary, and special schools in Slovenia were included in the
quantitative study. The prevailing opinion of counsellors in schools shows that they prefer the
partial model of inclusive education, as they support all students – including those with special
needs – being offered education in ordinary schools and classrooms, with the exception of students
with learning difficulties. This suggests that we should seek new solutions for modern schools, in
particular the education of all teachers for inclusive teaching in a classroom where all students are
allowed to be different and individual, rather than being dealt with in two categories: students with
special needs and others. This also means that we should revise education curricula and training
for all teachers. | sr |
dc.language.iso | en | sr |
dc.publisher | Belgrade : Institute for Educational Research | sr |
dc.publisher | Belgrade : Faculty of Teacher Education | sr |
dc.publisher | Volgograd : Volgograd State Socio-Pedagogical University | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS// | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Challenges and perspectives of inclusive education | sr |
dc.subject | students with special needs | sr |
dc.subject | education | sr |
dc.subject | primary school | sr |
dc.subject | secondary school | sr |
dc.subject | special schools in Slovenia | sr |
dc.subject | Slovenia | sr |
dc.title | How students with special needs should be educated | sr |
dc.type | bookPart | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 76 | |
dc.citation.spage | 63 | |
dc.description.other | Naziv zbirke: Biblioteka "Pedagoška teorija i praksa" 42 | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/1908/How_students_with_special_needs_2016.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_637 | |
dc.type.version | publishedVersion | sr |