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Perspectives of inclusive education of pupils with visual impairments in Slovenia

  • Academic Journal
  • Kobal Grum, D.1,2 darja.kobal@ff.uni-lj.si
    Bobinski, M.1
  • International Congress Series. Sep2005, Vol. 1282, p864-868. 5p.
  • Abstract: The purpose of the study was to stress the main problems of inclusive education, which are scanned from the perspectives of Slovenian educators, parents and children. In 2000, the “Law on guidance of children with special needs” came into force in Slovenia but it covers only the rights of children from institutional educational system, beginning with kindergarten. Professional support, which is offered to them, is insufficient. Beside that fact, there is no professional support at all for the youngest children aged 0 to 3 and their parents. It has been found out that blind and partially sighted pupils are discriminated in comparison with other children with special needs when it comes to the question of inclusive education. This is especially crucial for young children where immediate and intensive early intervention is required. The following highlights are pointed out: (1) the necessity of early intervention programs for visually impaired infants, (2) the formal and qualitative rebuilding of the process of assistance, and (3) the development and execution of an educational compensatory program for each visually impaired child that is strictly individual and underlines the child''s motor, cognitive, social, and personality development. Each of these problems is discussed in the presentation. [Copyright &y& Elsevier]
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