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The opinion of school counselors about their competence to work with children with special needs in mainstream schools

Maja Tamše (2013) The opinion of school counselors about their competence to work with children with special needs in mainstream schools. MSc thesis.

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    Abstract

    Counseling service in one of the basic subsystems of educational institution in Slovenia. It has been 50 years since schools started to employ counseling professionals to systematically help pupils and their parents. The main goal of counseling service has always been optimal development of each pupil and student, and the school as a whole. In 2000 the Republic of Slovenia adopted Act on Placement of Children with Special Needs and started to pursue more inclusive school. This act altered the role of school counselor, despite the warnings of some authors (e.g. Končar, Pretnar, 2005) that contemporary education legislation and school counseling service programme form a good foundation for inclusive education but do not guarantee its successful implementation. According to statistical data, the number of pupils and students with special needs with adminstrative decision for placement in mainstream programmes in primary and secondary schools in the last decade is growing (Ministry of Education and Sports, after Opara et al., 2010). School counselors therefore play an important role as coordinators with pupils and students with special needs, and a key role in the educational process of children with special needs. I used the quantitative research approach and the questionnaire in the empirical part. I wanted to find out what is the opinion of school counselors in the majority of primary and secondary schools in Slovenia about their ability to work with pupils and students with special needs. The survey showed that all school counselors have quite positive attitude towards involvement of children with special needs in schools with adapted implementation and additional professional support. There are no statistically significant differences in the assessment of school counselors of their ability to work with children with special needs according to the level of the school they are employed in and according to the years of working as school counselors. Whereas defectologists (special and rehabilitative educators) believe that they are more qualified for work with children with special needs than other professionals who can also work in school counseling service. It turned out that different professional profiles who are employed in school counseling services are differently trained how to teach people with special needs, but they all have quite positive view on the integration of those people in the majority of educational programs with special assistance and additional professional help. School counselors are most experienced in providing additional professional help to those children who have deficit in specific areas of learning. Interviewees assess themselves to be the most competent to work with that group of children.

    Item Type: Thesis (MSc thesis)
    Keywords: school counseling service, children with special needs, inclusion, qualifications for work, additional professional support
    Number of Pages: 208
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Janez VogrincMentor
    doc. dr. Martina OzbičComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9914953)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1979
    Date Deposited: 06 Jan 2014 12:21
    Last Modified: 14 Nov 2015 07:45
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1979

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