{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-QNUSYL7W/ef70291f-99aa-47d8-a513-431c071c8989/HTML","dcterms:extent":"55 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-QNUSYL7W/9cee2645-9daf-44d7-af2d-5e5cc583ff60/PDF","dcterms:extent":"154 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-QNUSYL7W/0542fddd-456e-4def-9b56-5900d16924f0/TEXT","dcterms:extent":"52 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-QNUSYL7W","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2011","dc:creator":"Kobal Grum, Darja","dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:62 = 128"},{"@xml:lang":"sl","#text":"str. 178-199"}],"dc:identifier":["ISSN:0038-0474","COBISSID:45369186","URN:URN:NBN:SI:doc-QNUSYL7W"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"blind"},{"@xml:lang":"en","#text":"children with special needs"},{"@xml:lang":"en","#text":"education"},{"@xml:lang":"en","#text":"inclusion"},{"@xml:lang":"sl","#text":"inkulzija"},{"@xml:lang":"en","#text":"knowledge"},{"@xml:lang":"en","#text":"meta analysis"},{"@xml:lang":"sl","#text":"metaanalize"},{"@xml:lang":"sl","#text":"osnovne šole"},{"@xml:lang":"sl","#text":"otroci s posebnimi potrebami"},{"@xml:lang":"en","#text":"partially sighted"},{"@xml:lang":"en","#text":"primary schools"},{"@xml:lang":"en","#text":"school readiness"},{"@xml:lang":"sl","#text":"slabovidni"},{"@xml:lang":"sl","#text":"slepi"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"},{"@xml:lang":"sl","#text":"znanje"},{"@rdf:resource":"http://www.wikidata.org/entity/Q9842"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Znanje slepih in slabovidnih otrok ob vstopu v redne oddelke osnovne šole|"},"dc:description":[{"@xml:lang":"sl","#text":"This article addresses the problem of knowledge and how it affects the ability of blind and low-vision students to be accepted into the majority of elementary schools. On the basis of meta-analysis, as well as on the basis of case studies, this article suggests that blind and low-vision students need to acquire a variety of complex and pretentious knowledge which could be accomplished only with extended, and extremely professional support. Thata knowledge is focused on the following areas: cognitive, verbal, socialization, motor, compensation, and self-help. The study's results show this type of knowledge can only be acquired with continuous and up-to-date psychological and pedagogical assisstance. Those kinds of professional aupport would lead to the adequate conditions blind and low-vision students would need in order to gain entrance into inclusive educational systems"},{"@xml:lang":"sl","#text":"Prispevek obravnava problematiko znanja slepih in slabovidnih otrok, ki so usmerjeni v programe s prilagojenim izvajanjem in dodatno strokovno pomočjo in vstopajo v redne oddelke osnovnih šol. Na osnovi metaanalize in študije primerov ugotavlja, da ti otroci potrebujejo kompleksno znanje, ki ga lahko usvojijo le z učinkovitio strokovno podporo v predšolskem obdobju. To so znanja na kognitivnem, verbalnem, socializacijskem, motoričnem in kompezatornem področju ter na področju samourejanja. Rezultati kažejo, da je le s sistematično in na sodobnih znanstvenih premisah psihologije in pedagogike osnovano strokovno podporo mogoče omenjena znanja razvijati in omogočiti zadostne pogoje za vstop v sistem inkluzivne vzgoje in izobraževanja"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-QNUSYL7W","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-QNUSYL7W"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-QNUSYL7W/9cee2645-9daf-44d7-af2d-5e5cc583ff60/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-QNUSYL7W/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-QNUSYL7W"}}}}