{"?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-STE59XQ5/1c3613fb-ac8a-4ee3-b600-b4e6026cb6f8/PDF","dcterms:extent":"86 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-STE59XQ5/47d0ef91-8808-4d81-a3ed-7b93a6ff5231/TEXT","dcterms:extent":"30 KB"}],"edm:TimeSpan":{"@rdf:about":"2008-2024","edm:begin":{"@xml:lang":"en","#text":"2008"},"edm:end":{"@xml:lang":"en","#text":"2024"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-STE59XQ5","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-XTR5EK7T"},{"@xml:lang":"sl","#text":"Vodenje v vzgoji in izobraževanju"}],"dcterms:issued":"2014","dc:creator":["Cencič, Majda","Simčič, Blaž"],"dc:format":[{"@xml:lang":"sl","#text":"letnik:12"},{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"str. 29-42, 139"}],"dc:identifier":["ISSN:1581-8225","COBISSID:520279065","URN:URN:NBN:SI:doc-STE59XQ5"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Šola za ravnatelje"},"dc:subject":[{"@xml:lang":"en","#text":"elementary schools"},{"@xml:lang":"en","#text":"headteachers"},{"@xml:lang":"en","#text":"inclusion"},{"@xml:lang":"sl","#text":"inkluzija"},{"@xml:lang":"en","#text":"learning environment"},{"@xml:lang":"sl","#text":"osnovne šole"},{"@xml:lang":"sl","#text":"ravnatelji"},{"@xml:lang":"sl","#text":"učenci s posebnimi potrebami"},{"@xml:lang":"sl","#text":"učno okolje"},{"@xml:lang":"sl","#text":"vodenje"}],"dcterms:temporal":{"@rdf:resource":"2008-2024"},"dc:title":{"@xml:lang":"sl","#text":"Izzivi vodenja osnovne šole| mnenja ravnateljic in ravnateljev o inkluzivnosti fizičnega učnega prostora na njihovi šoli|"},"dc:description":[{"@xml:lang":"sl","#text":"Student groups in schools under headteachers' leadership are very varied, so social inclusion is widely discussed, while the inclusivity of the physical (built) school environment often takes a back seat in professional discussions. Therefore this paper focuses precisely on this physical learning environment and its adaptations for an inclusive education. We were interested to learn what student groups, in headteachers' opinion, are the most numerous and what modifications of the physical learning environment are targeted at various student groups. On the basis of an online questionnaire to which 150 of Slovenia's elementary school headteachers have replied and which has been processed especially in terms of descriptive statistics, replies were obtained stating that, in addition to special needs students, it is the gifted students that are the most numerous in elementary schools. The adaptations of the physical environment are likewise oriented especially toward the special needs children. The findings of the study are then supplemented with suggestions for arranging the physical learning spaces, inside and outside, according to various student needs"},{"@xml:lang":"sl","#text":"Ravnateljice in ravnatelji vodijo šole, v katerih so različne skupine učencev, zato pogosto govorimo o socialni inkluziji, veliko manj pa v strokovnih krogih razpravljamo o inkluziji fizičnega (grajenega) šolskega okolja. Prispevek se zato usmerja prav v fizično učno okolje in njegove prilagoditve za inkluzivno vzgojo in izobraževanje. Zanimalo nas je, katere skupine učencev so na slovenskih osnovnih šolah po mnenju ravnateljev najbolj navzoče ter katere prilagoditve fizičnega učnega okolja so na šolah namenjene različnim skupinam učencev. Na osnovi spletnega vprašalnika, na katerega je odgovorilo 150 ravnateljev osnovnih šol v Sloveniji in ki smo ga obdelali predvsem na osnovi opisne statistike, smo dobili odgovore, da imajo na osnovnih šolah poleg učencev s posebnimi potrebami največ nadarjenih učencev. Tudi prilagoditve fizičnega okolja so namenjene predvsem otrokom s posebnimi potrebami. Ugotovitve raziskave dopolnjujejo predlogi glede ureditve notranjega in zunanjega fizičnega učnega okolja za različne potrebe učencev"}],"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-STE59XQ5","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-STE59XQ5"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-STE59XQ5/1c3613fb-ac8a-4ee3-b600-b4e6026cb6f8/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":"Šola za ravnatelje"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-STE59XQ5/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-STE59XQ5"}}}}