Izvleček
Sodobne smernice za vzgojo in izobraževanje izpostavljajo inkluzijo kot temeljno vrednoto in izziv. Zagotoviti je treba spodbudno učno okolje, ki ga omogoča le skrbno načrtovana, izvajana in spremljana kontinuiteta pedagoških pristopov na vseh področjih izobraževanja. To predstavlja velik izziv za pedagoške delavce, ki zahteva nenehno učenje v obliki formalnih izobraževanj ali medsebojnega učenja v konkretnih situacijah, ko si znanje in spretnosti med seboj izmenjujejo učitelji s preostalimi strokovnimi delavci. V prispevku predstavljamo stališča osnovnošolskih učiteljev do inkluzije, njihovo mnenje o pridobljenem znanju za delo z otroki s posebnimi potrebami v času študija in količini podpore s strani svetovalne službe, specialnih in rehabilitacijskih pedagogov in inkluzivnih pedagogov.
Abstract
Inclusion Awareness and Direct Support for Primary and Secondary Teachers
Contemporary guidelines in education emphasise inclusion as a core value and a challenge. It is necessary to ensure an engaging learning environment, which we can only achieve by meticulous planning, implementation and monitoring continuity of pedagogical approaches in all areas of education. It poses a considerable challenge for educators and necessitates continuous professional development or a mutual learning process in actual situations where teachers and other education professionals share knowledge and skills. This paper introduces primary school teachers‘ viewpoints on inclusion, the skills they acquired during their studies to work with special needs children, and the amount of support from counselling services as well as special education, rehabilitation teachers, and inclusive teachers.