Povzetek
Uresničevanje inkluzivne vzgoje in izobraževanja je zahtevna naloga, ki se v Sloveniji vse prepočasi uresničuje. Slovenija je ratificirala Konvencijo o pravicah invalidov (2008), s čimer se je zavezala k izvajanju inkluzije v praksi. Pred 20 leti je bila uzakonjena možnost uresničevanja pravice otrok s posebnimi potrebami (OPP) do vključevanja v prilagojeni program (ZUOPP, 2011), ki se izvaja v rednih vzgojno-izobraževalnih ustanovah, a se ta pravica za učence z Downovim sindromom (DS) še vedno ne uresničuje. V prispevku predstavljamo dobro prakso vključevanja učencev z DS v redno osnovno šolo. Kljub temu da učenci z DS niso vključeni v izobraževalni program, ki bi jim omogočil optimalni razvoj potencialov, so v obeh primerih dobre poučevalne prakse učiteljice in druge strokovne delavke učencem z DS v tolikšni meri prilagodile učno okolje, da so dobro vključeni med vrstniki v razredu in so tudi izobraževalno optimalno uspešni. Ker so učitelji ključne osebe pri izvajanju inkluzivne vzgoje in izobraževanja, jim v prispevku namenjamo več pozornosti.
Abstract
Inclusion of Pupils with Down Syndrome in Primary School – Good Practice Examples
The realization of inclusive education is a demanding task and is being realized much too slowly in Slovenia. Slovenia has ratified the Convention on the Rights of Persons with Disabilities (2008), which binds it to practise inclusion. Twenty years ago, the possibility of realizing the right of children with special educational needs (SEN) to inclusion in an adapted programme was enacted (Placement of Children with Special Needs Act – ZUOPP, 2011); this programme is being implemented in regular educational institutions; however, this right is still not being realized for pupils with Down syndrome (DS). The paper presents a good practice of including pupils with DS in a regular primary school. Despite the fact that the pupils with DS are not included in an educational programme which would ensure optimal development of their potential, in both examples of good teaching practice the teachers and assistant teachers have adapted the learning environment to the pupils with DS to such an extent that they have been accepted well by their classmates and are learning optimally. Considering that teachers are the key figures in implementing inclusive education, the paper devotes more attention to them.