In the Slovenian school system there has been a lot of talking about inclusion and inclusive school for the last few decades. The broad definition of the concept of inclusion is necessary if we want the schools and other educational institutions to carry out the mission of satisfying the needs of all children and formating of setting, where also the children with intellectual disabilities will be included. This is the reason for introducing the broad definition of the concept of inclusion; which is tied to the concept of community. We connect the voluntarism and the concept of inclusion. Volunteer work is, much the same as the broad understanding
of the concept of inclusion, binded together with community, community service, civil society, spontaneous interactions and relaxing activities. Firstly we start with critical evaluation of legal basis regarding the treatment of children with intelectual disabilities and volunteering.
Then we add some of the solutions for mentioned problems. At last we focus on various aspects of inclusion of children with intellectual disabilities in volunteering. In latter we rely on the concept of 4 R, which is seen in the educational system. This concept is all about forming more righteously activities, while considering basic principles of inequality. With case study we demonstrate that volunteering is supportive of inclusion of children with intellectual
disabilities. In case study we include six children with intelectual disabilities, five volunteers, four teachers and manager of a home for children with special needs - Dom Centra Janeza Levca Ljubljana. We find out that leisure time activities support inclusion from different aspects. Acceptance and supportive interpersonal relations strengthen emotional connection between people, the possibility of expressing opinions represents democratic surrounding.
Conflicts are opportunities for strengthening connection between people with different opinions and beliefs. We reached findings that ideas and opinions about children with
intellectual disabilities are connected to the medical view, which does not support the broad understanding of the concept of inclusion, this is why we think the shift to social model is necessary. The original problem is with referral process of children with special needs, because
the Referral commissions of children with intellectual disability classifies those children according to their disorder, which is indicatior of predominant medical model. This is why the first step to broad definition of the concept of inclusion is formation of individualized
programs, which are not based on the childrens disorder, but on specifical need of children with special needs. This means cancellation of different education programms and formation of unified program basis for all children, without abolition of standards of proficiency. The second step to broad definition of the concept of inclusion is education of students from pedagogical courses in the direction of more inclusive practice, because beliefs lead our behavior, which can be inclusive or not. Last but most important step towards broad definition of the concept of inclusion represent different government development strategies of
voluntary organisations, which promote programs of support and build up performance of different organisations in the area of volunteer work and aware of voluntary opportunities.
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