K inkluzivni obravnavi otrok s posebnimi potrebami

slovenian

2007

volume 18, issue 3/4

Slovensko društvo raziskovalcev šolskega polja
(Obvezni izvod spletne publikacije)

The inclusive concept of the treatment of children with special needs is basedon the acceptance and understanding of differences and on the prevention of social exclusion because of or on the ground of deficiency, hindrance or mental disturbance. Integration of children with special needs in schools is however possible to understand from two aspects, from aspect of educational achievement and from aspect of upbringing. To say more precisely, the integration of children with special needs is, on the one side, referring to motivation of their developmental and learning capabilities in the society of their peers, on the other hand but, on the self-activity of particular child and on his/herćs embedment in social relationships in the school. In this article we are presented some results of the research about that, how have schools and kindergartens prepared pupils on the inclusion of childrenćs with special needs. We were interested in, if the groups of peers with higher degree of social integration have also the better acceptance of children with special needs in their environment whether this is better accomplished by groups which show lower degree of social integration. On the basis of sociometric analysis, we have performed on the small sample of childrenćs withspecial needs, three models have been revealed, which are the most frequent in the praxis of our schools and kindergartens. The fist one is passive or separate, the second one is active or inclusive and the third one is common-sensitive or assimilative.

06.10.2022