https://doi.org/10.59132/viz/2025/6/14-18
Izvleček
V inkluzivni šoli strokovni delavci načrtujejo, izvajajo in evalvirajo individualizirane programe (IP) otrok s posebnimi potrebami, kar zahteva temeljito sodelovanje med strokovnjaki, starši in učencem, pa tudi drugimi podpornimi osebami (npr. spremljevalci). Beseda sodelovanje je pogosto uporabljena v temeljnih nacionalnih dokumentih, ki narekujejo, kako naj bo individualiziran program in kako naj bo prilagojeno kakovostno izvajanje izobraževalnega programa osnovne šole z dodatno strokovno pomočjo za delo z učenci s posebnimi vzgojno-izobraževalnimi potrebami. V prispevku s pomočjo teoretičnih in empiričnih virov predstavimo temelje tega sodelovanja, in sicer: komunikacijo, zaupanje, refleksijo in aktivno participacijo, ter spodbujamo strokovnjake, da o tem razpravljajo in oblikujejo strategije.
Abstract
Essential Role of Collaborative Action in Individualised Education Programmes
In an inclusive school, educators plan, implement and evaluate individualised programmes for learners with special educational needs (SEN). This process requires collaboration among professionals, parents, learners, and other support staff, such as special education assistants. The concept of collaborative action is often emphasised in core national documents that outline the standards for quality individualised programmes and the adapted delivery of the primary school curriculum, which includes additional professional support for working with SEN learners. This paper utilises both theoretical and empirical sources to present the foundations of this cooperation, including communication, trust, reflection, and active participation; it encourages professionals to engage in discussions and strategise collectively.