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Inclusion of children with mild intellectual disability in mainstream

Eva Vrtovec (2016) Inclusion of children with mild intellectual disability in mainstream. Diploma thesis.

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    Abstract

    The Republic of Slovenia signed the Convention on the Rights of Persons with Disabilities in 2008, with which it adopted and legalized the principles of inclusion listed in the Convention. These principles are: respect for inherent dignity, individual autonomy, independence of persons, freedom to make one’s own choices, non-discrimination, participation and inclusion in society, acceptance of persons with disabilities as part of human diversity, equality of opportunity, and optimal development of capacities in children with disabilities. In addition, the Convention recognizes the right of persons with disabilities to education. The education system has to be directed towards the optimal development of their mental and physical abilities (Convention on the Rights of Persons with Disabilities, 2008). The concept of inclusion involves modifying the education system so that everyone has the opportunity to receive an education without discrimination. Inclusive schools accept everyone, remove barriers, and support the presence and participation of each individual in the school environment. In Slovenia, most children with special needs have the right to an inclusive education in mainstream primary schools, whereas children with mild intellectual disability do not get the same opportunity. Placement of Children with Special Needs Act (2000) provides the inclusion of children with mild intellectual disability (MID) in a modified education program with lower educational standards, which is executed in regular classes of mainstream primary schools, but this placement is not implemented in practice. Mitchell (2015) developed a model of inclusive education as a multi-faceted concept. This diploma thesis presents some elements of this model, such as: the various possibilities for the inclusion of children with MID (cooperative learning, cooperative teaching, and peer tutoring) and the barriers which prevent the inclusion of children with MID (absence of a clear vision, failure to comply with existing legislation or its incompleteness, fear of change).

    Item Type: Thesis (Diploma thesis)
    Keywords: inclusion, inclusive strategies, barriers, multi-faceted concept, mild intellectual disability, mainstream
    Number of Pages: 92
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marija KavklerMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11312457)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4092
    Date Deposited: 15 Nov 2016 11:11
    Last Modified: 15 Nov 2016 11:11
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4092

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