https://doi.org/10.59132/vviz/2025/2/58-77
Povzetek
Dodatna strokovna pomoč z učenci s posebnimi vzgojno-izobraževalnimi potrebami se v slovenskih šolah najpogosteje izvaja zunaj učilnice v individualni obliki. Tak pristop pogosto onemogoča interdisciplinarno povezovanje med strokovnimi delavci na šoli in ne omogoča celostnega vpogleda v učenčevo delovanje, razvoj in napredek. Izoliranost dodatne strokovne pomoči od učenčevega naravnega učnega konteksta zmanjšuje tudi možnosti za učinkovito podporo ter učenčevo socialno vključenost. Nasprotno pa sodelovalno poučevanje odpira pot k bolj inkluzivnemu pristopu, saj omogoča večje povezovanje in podporo med strokovnjaki, celovitejšo strokovno podporo učencem ter spodbuja sodelovanje in vključevanje v razredno okolje. Pri uresničevanju takšnega pristopa imajo strokovni delavci ključno vlogo, a za njegovo učinkovito in kontinuirano izvajanje nujno potrebujejo razumevanje, spodbudo in podporo ravnatelja.
Abstract
From Individual Additional Professional Support to Co-Teaching for a More Inclusive School
In Slovenian mainstream schools, additional professional support for students with special
educational needs (SEN) is most often provided individually outside the classroom. Such
an approach frequently prevents interdisciplinary cooperation among education professionals
within the school and does not allow for a holistic understanding of the student’s functioning, development, and progress. The separation of additional professional support from the
student’s natural learning environment also limits opportunities for effective support and the
student’s social inclusion. In contrast, collaborative teaching opens the way towards a more
inclusive approach, as it allows for closer cooperation and mutual support among professionals, provides more comprehensive professional support to learners, and promotes cooperation
and inclusion within the classroom environment. Education professionals play a key role in
implementing such an approach; however, for its effective and continuous implementation,
they require the understanding, encouragement, and support of the headteacher.