スロベニアのインクルーシブ教育の実際と課題 : 視覚障害、肢体不自由、知的障害児への支援と現職教員研修

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  • Actual Situation and Issues of Inclusive Education in Slovenia: In-service Teacher Training and Support for Children with Visual Impairments/Physical Impairments/Intellectual Disabilities
  • スロベニア ノ インクルーシブ キョウイク ノ ジッサイ ト カダイ : シカク ショウガイ シタイ フジユウ チテキ ショウガイジ エノ シエン ト ゲンショク キョウイン ケンシュウ

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Abstract

This article focused on inclusive education in the Republic of Slovenia. The author already published “Special Needs Education in Slovenia” in 2014, and this article expanded the topic to what support was received and where children with special educational needs (SEN) go to learn. In September 2015, the author visited three special schools, a regular school and an in-service teacher training center (PIKA) in Slovenia. Firstly, it is reported that those special schools were for children with visual impairments, physical impairments and intellectual disabilities. Secondly, the regular school, which included 40 children with SEN, was introduced. Thirdly, PIKA was described. Lastly, it raised issues of improving inclusive education.Since 2000, the Slovene government arranged legislation relating to special education, and some legistation were revised in 2013. Although the government encouraged inclusion according to the arrangement of legislation and setting up continuum educational programs, children with SEN were still, or even more, in special schools which provided traditional types of support. Even though there were various types of specialists coming to the schools, regular teachers struggled with children with SEN and wanted more support. To improve inclusion, teachers’ perceptions of inclusion needed to change. Furthermore academic evaluation made it difficult for children, parents and teachers in inclusive settings, because such evaluations affected their future course.

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