Inclusive Education for Children with Specific Learning Difficulties: Analysis of Opportunities and Barriers in Inclusive Education in Slovenia
Keywords:
children with specific learning difficulties, inclusion, the context of policy influence, the context of policy text production, the context of practice, barriers
Abstract
Inclusive education allows for universal inclusion, participation and achievement of all children, including children with specific learning difficulties (SpLD). Children with SpLD form a heterogeneous group with diverse cognitive deficits, special educational needs (SEN) and strengths, and have a legislated right to the continuum of both assistance and support programmes. Although their intellectual capacity is average or above average, their learning achievements in some learning domains are modest, and they are poorly integrated into their social environment, which often results in their discrimination. Barriers and opportunities in the area of SpLD were analysed with the aid of Ball’s model (1994), with factors and conditions being analysed within the contexts of policy influence, text production and practice. The contexts of policy influence and text production provide the basic conditions for the inclusive education of children with SpLD. The context of influence on inclusive policy for children with SpLD represents a systematic approach to policy initiation and to the prerequisites for its implementation in practice. The context of policy text production focuses on professionals and their impact on the enactment of the rights of children with severe SpLD. The context of practice concerns barriers and opportunities for implementing inclusion in practice. Early identification and diagnosis of pupils’ strengths, deficits and SEN, together with intensified treatment corresponding to the SEN of children with SpLD, could significantly influence the efficiency of the educational process. Barriers, primarily of an immaterial nature, are mainly encountered in those schools that do not implement the five-tier Response to Intervention (RTI) approach. This approach enables children with SpLD a continuum of team-based diagnostic evaluation, effective adaptations and assistance. The main reasons for the unfavourable situation concern education professionals and their attitude towards children with SpLD, poor knowledge of SpLD, a lack of teamwork in problem solving, and a lack of partnership commitment between education professionals, parents and children. It is expected that changes could be brought about through innovations in the education of future teachers, and through positive cases of children with SpLD being treated effectively in practice. The conditions for the development of the inclusive treatment of children with SpLD could be created through legislative and systematic work.Downloads
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References
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Magajna, L., & Kavkler, M. (2002). Primanjkljaji na posameznih podroÄjih uÄenja (PPPU). In M. Kavkler (Ed.), Razvijanje potencialov otrok in mladostnikov s specifiÄnimi uÄnimi težavami –
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za opredelitev vrste in stopnje primanjkljajev, ovir oz. motenj otrok s posebnimi potrebami (pp. 23–31). Ljubljana: Zavod RS za šolstvo.
Meijer, C., Soriano, V., & Watkins, A. (Eds.) (2003). Special needs education in Europe. Thematic Publication. Middlefart, Denmark: European Agency for Development in Special Needs Education.
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Oliver, M. (2004). The social model of disability in action: if I had a hammer. In C. Barnes & G. Mercer (Eds.), Implementing the Social Model of Disability: Theory and Research (pp. 18–31). Leeds: The Disability Press.
PeÄek ÄŒuk, M., & Lesar, I. (2010). UÄitelji o vedenjskih reakcijah in uÄnem uspehu uÄencev s posebnimi potrebami v redni osnovni Å¡oli. In A. Kobal (Ed.), IzstopajoÄe vedenje in pedagoÅ¡ki odzivi (pp. 165–208). Ljubljana: UL PedagoÅ¡ka fakulteta.
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Ravnik, M. I. (2000). Dopis državni sekretarki Ministrstva za zdravstvo SRS Dunji KosmaÄ PiÅ¡kur. Ljubljana: Sekcija za otroÅ¡ko nevrologijo.
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SURS (2012). Osnovnošolsko izobraževanje mladine in odraslih v Sloveniji ob koncu šolskega leta 2010/2011. Retrieved 16 September 2013, from http://www.stat.si/novica_prikazi.aspx?id=4636
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nacionalno poroÄilo. Ljubljana: PedagoÅ¡ki inÅ¡titut.
Tikondwe Kamchedzera, E. (2011). Education of pupils with disabilities in Malawi’s inclusive secondary schools: policy, practice and experiences. Doctoral thesis. Warwick: University of Warwick, Institute of education.
UNESCO. (2001). Open file on inclusive education: the rationale for inclusive education. Support Materials for Managers and Administrators. Paris, UNESCO.
UNESCO. (2005). Guidelines for Inclusion: Ensuring Access to Education for ALL. Paris: United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2009). Inclusive and Child Friendly Education. Retrieved 10 October 2010, from http://unesco.org.pk/education/icfe/
UNICEF. (2007). Promoting the rights of children with disabilities. Innocenti Digest, (13). Florence: Innocenti Research Centre.
Vidovich, L. (2001). A conceptual framework for analysis of education policy and practices: paper proposed for presentation at the Australian Association for Research in Education. Fremantle, December 2001.
VrÅ¡nik PerÅ¡e, T. (2009). Izobraževanje otrok s posebnimi potrebami. Znanstvena poroÄila PedagoÅ¡kega instituta 05/2009. Ljubljana: PedagoÅ¡ki institut.
Zakon o osnovni Å¡oli (1996). Uradni list Republike Slovenije, Nu. 12, 29. 11. 1996.
Zakon o osnovni Å¡oli (2011). Uradni list Republike Slovenije, Nu. 87/11, 2. 11. 2011.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP) (2000). Uradni list Republike Slovenije, Nu. 54/2000.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1) (2011). Uradni list Republike Slovenije, Nu. 58/2011.
Žolnir, N. (2010). Časi elitizma v šolstvu so minili. Delo, 7. 6. 2010, Year 52, No. 129, p. 4.
Published
2015-03-31
How to Cite
Kavkler, M., Košak Babuder, M., & Magajna, L. (2015). Inclusive Education for Children with Specific Learning Difficulties: Analysis of Opportunities and Barriers in Inclusive Education in Slovenia. Center for Educational Policy Studies Journal, 5(1), 31–52. https://doi.org/10.26529/cepsj.152
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