https://doi.org/10.59132/gvsv/2026/17-23
Izvleček
Prispevek obravnava stališča učiteljev glasbenih šol glede vključevanja učencev s posebnimi potrebami v redne programe glasbenega izobraževanja. V raziskavi1 je sodelovalo 126 učiteljev glasbenih šol v Sloveniji. Rezultati kažejo, da se večina učiteljev ne počuti dovolj usposobljenih za delo z učenci s posebnimi potrebami in da imajo na tem področju premalo izkušenj. Kljub občutku strokovne negotovosti učitelji podpirajo individualizacijo pouka, prilagajanje učnih ciljev ter individualno obliko dela, ki se v glasbenem šolstvu izkazuje kot posebej primerna za vključevanje učencev s posebnimi potrebami. Raziskava ni potrdila statistično pomembnih razlik med mlajšimi in starejšimi učitelji. Ugotovitve poudarjajo potrebo po večjem poudarku vsebin inkluzije v izobraževanju učiteljev ter po dodatnem strokovnem usposabljanju zaposlenih v glasbenih šolah.
Abstract
Inclusion of Children with Special Needs in Music Schools: Teachers’ Perspectives
This paper examines the attitudes of music school teachers regarding the inclusion of students with special educational needs (SEN) in regular music education programmes. The study involved 126 music school teachers in Slovenia. The results indicate that most teachers do not feel sufficiently qualified to work with SEN students and lack practical experience in this area. Despite this, teachers support individualised instruction, adaptation of learning objectives, and individual work, which are particularly well suited to inclusive practice in music education. No statistically significant differences were found between younger and older teachers. The findings highlight the need for stronger inclusion-related content in teacher education and for additional professional training for music school teachers.