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Vključevanje otrok z lažjo motnjo v duševnem razvoju v redno osnovno šolo : diplomsko delo
ID Vrtovec, Eva (Author), ID Kavkler, Marija (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/4092/ This link opens in a new window

Abstract
Republika Slovenija je s podpisom konvencije Združenih narodov o pravicah invalidov (2008) sprejela in uzakonila ključna načela inkluzije, ki so navedeni v konvenciji. To so: spoštovanje osebnega dostojanstva, individualna avtonomija in neodvisnost posameznika, pravica do lastne odločitve, nediskriminacija, vključenost in sodelovanje v družbi, sprejemanje oseb s posebnimi potrebami kot dela človeške raznolikosti, enakost možnosti, optimalni razvoj sposobnosti otrok s posebnimi potrebami. Ta konvencija določa, da imajo osebe s posebnimi potrebami pravico do izobraževanja, zato mora biti izobraževalni sistem usmerjen v optimalni razvoj njihovih zmožnosti (Konvencija o pravicah invalidov, 2008). Koncept inkluzije je sprememba izobraževalnega sistema, kjer imajo vsi možnost skupnega izobraževanja brez diskriminacije. Za vključujočo šolo govorimo, da nikomur ne zapira vrat, sprejme vsakogar, odstranjuje ovire in omogoča prisotnost, udeležbo in sodelovanje vsakega posameznika v šolskem in družbenem okolju. V Sloveniji ima večina otrok s posebnimi potrebami pravico do vključujočega izobraževanja v rednih osnovnih šolah, vsi otroci z motnjo v duševnem razvoju pa so prikrajšani. Zakon o usmerjanju oseb s posebnimi potrebami (2011) sicer predvideva usmerjanje otrok z lažjo motnjo v duševnem razvoju (LMDR) v prilagojeni izobraževalni program z nižjim izobrazbenim standardom, ki naj bi se izvajal v redni osnovni šoli v istih učilnicah skupaj z vrstniki, a se ta praksa ne uresničuje. Mitchell (2015) je razvil model inkluzivnega izobraževanja kot večdimenzionalni koncept. V tem diplomskem delu so v okviru tega modela za otroke z LMDR predstavljene: - možnosti vključevanja otrok z LMDR, ki so prisotne v svetu, kot: sodelovalno učenje, sodelovalno poučevanje, vrstniška pomoč; - ovire, ki preprečujejo vključevanje otrok z LMDR; pri nas so te ovire: pomanjkanje jasne vizije, neizpolnjevanje in nedorečenost obstoječe zakonodaje, strah pred spremembami.

Language:Slovenian
Keywords:inkluzija, inkluzivni modeli, ovire, večdimenzionalni koncept, lažja motnja v duševnem razvoju
Work type:Undergraduate thesis (m5)
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2016
Publisher:[E. Vrtovec]
Number of pages:VI, 92 str.
PID:20.500.12556/RUL-87026 This link opens in a new window
UDC:376(043.2)
COBISS.SI-ID:11312457 This link opens in a new window
Publication date in RUL:05.09.2017
Views:1490
Downloads:196
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Secondary language

Language:English
Title:Inclusion of children with mild intellectual disability in mainstream
Abstract:
The Republic of Slovenia signed the Convention on the Rights of Persons with Disabilities in 2008, with which it adopted and legalized the principles of inclusion listed in the Convention. These principles are: respect for inherent dignity, individual autonomy, independence of persons, freedom to make one’s own choices, non-discrimination, participation and inclusion in society, acceptance of persons with disabilities as part of human diversity, equality of opportunity, and optimal development of capacities in children with disabilities. In addition, the Convention recognizes the right of persons with disabilities to education. The education system has to be directed towards the optimal development of their mental and physical abilities (Convention on the Rights of Persons with Disabilities, 2008). The concept of inclusion involves modifying the education system so that everyone has the opportunity to receive an education without discrimination. Inclusive schools accept everyone, remove barriers, and support the presence and participation of each individual in the school environment. In Slovenia, most children with special needs have the right to an inclusive education in mainstream primary schools, whereas children with mild intellectual disability do not get the same opportunity. Placement of Children with Special Needs Act (2000) provides the inclusion of children with mild intellectual disability (MID) in a modified education program with lower educational standards, which is executed in regular classes of mainstream primary schools, but this placement is not implemented in practice. Mitchell (2015) developed a model of inclusive education as a multi-faceted concept. This diploma thesis presents some elements of this model, such as: the various possibilities for the inclusion of children with MID (cooperative learning, cooperative teaching, and peer tutoring) and the barriers which prevent the inclusion of children with MID (absence of a clear vision, failure to comply with existing legislation or its incompleteness, fear of change).

Keywords:mentally handicapped, primary school, duševno prizadeti, osnovna šola

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