{"?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-XS0UXXRZ/70ea29c8-953c-4f41-a76c-be868c20dae3/PDF","dcterms:extent":"114 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-XS0UXXRZ/8abea039-7eac-4db3-8357-6fd588b75968/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-XS0UXXRZ","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2007","dc:creator":["Kolenc, Janez","Lebarič, Nada"],"dc:format":[{"@xml:lang":"sl","#text":"letnik:18"},{"@xml:lang":"sl","#text":"številka:3/4"},{"@xml:lang":"sl","#text":"str. 95-108"}],"dc:identifier":["ISSN:1581-6036","COBISSID:1676631","URN:URN:NBN:SI:doc-XS0UXXRZ"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"sl","#text":"inkluzija"},{"@xml:lang":"sl","#text":"integracija"},{"@xml:lang":"sl","#text":"otroci s posebnimi potrebami"},{"@xml:lang":"sl","#text":"sociometrija"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"K inkluzivni obravnavi otrok s posebnimi potrebami|"},"dc:description":[{"@xml:lang":"sl","#text":"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"},{"@xml:lang":"sl","#text":"Inkluzivni koncept obravnave otrok s posebnimi potrebami temelji na sprejemanju in razumevanju različnosti ter preprečevanju socialne izključenosti (ekskluzije) zaradi ali na podlagi primanjkljajev, ovir oziroma motenj. Integracijo otrok s posebnimi potrebami je mogoče razumeti z dveh vidikov, z izobraževalnega in z vzgojnega. Z drugimi besedami, integracija otrok s posebnimi potrebami se po eni strani nanaša na spodbujanje njihovih razvojnih in učnih zmožnosti v družbi sovrstnikov, po drugi pa na samodejavnost posameznega otroka in na njegovo vpetost v socialne odnose. V tem prispevku avtorja predstavita nekatere rezultate raziskave s katero ugotavljata, kako so šole in vrtci pripravili učence in otroke na vključevanjeotrok s posebnimi potrebami. Zanimalo nas je, ali skupine sovrstnikov z višjo stopnjo socialne integracije tudi boljše sprejemajo otrokes posebnimi potrebami v svoje okolje, ali to uspešnejše uresničujejo skupine, ki izkazujejo nižjo stopnjo socialne integracije? Na osnovi sociometrične analize, ki smo jo opravili na manjšem vzorcu otrok s posebnimi potrebami, smo razkrili tri modele, ki v živijo v praksi naših šol in vrtcev. Prvi model je pasivni ali separatni, drugi je aktivni oziroma inkluzivni, in tretji je zdravorazumski ali asimilacijski"}],"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-XS0UXXRZ","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-XS0UXXRZ"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-XS0UXXRZ/70ea29c8-953c-4f41-a76c-be868c20dae3/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":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-XS0UXXRZ/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-XS0UXXRZ"}}}}