Inclusive education limitations for children with learning disabilities

Zagotavljanje enakih možnosti s hkratnim upoštevanjem različnosti otrok je temeljno načelo vzgoje in izobraževanja otrok s posebnimi potrebami. Tako otroci z značilnim razvojem kot otroci s posebnimi potrebami bi morali imeti zagotovljene enake pogoje za njihov optimalni razvoj. Nobenemu otroku ne bi smeli odvzeti pravice biti usmerjen in vključen v njemu ustrezen program vzgoje in izobraževanja. Z raziskavo smo želeli ugotoviti, ali učitelji, ki poučujejo otroke, vključene v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo, poznajo osnovne značilnosti in izobraževanje otrok s primanjkljaji na posameznih področjih učenja, vključenih v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo in osnovne značilnosti ter izobraževanje otrok z lažjo motnjo v duševnem razvoju, vključenih v prilagojeni program vzgoje in izobraževanja z nižjim izobrazbenim standardom. Zanimala so nas tudi njihova stališča o pridobljenih standardih znanj otrok s primanjkljaji na posameznih področjih učenja, stališča o ustreznosti inkluzivnega izobraževanja za nekatere otroke s primanjkljaji na posameznih področjih učenja ter stališča o njihovih možnosti vplivanja na usmerjanje otrok v ustreznejši program izobraževanja. V raziskavo smo vključili 95 učiteljev treh vaških in treh mestnih šol iz ptujskega in ormoškega območja, ki poučujejo otroke s primanjkljaji na posameznih področjih učenja, vključene v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo. Vzorec je bil priložnostni in vanj so bili vključeni učitelji razrednega in predmetnega pouka obeh spolov. V raziskavi je bila uporabljena deskriptivna in kavzalno-neeksperimentalna metoda. Raziskovalni pristop je bil kvantitativen in kvalitativen. Uporabili smo lasten anketni vprašalnik. Z raziskavo smo ugotovili, da večina učiteljev, ki poučujejo otroke, vključene v vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo, pozna osnovne značilnosti in izobraževanje otrok s primanjkljaji na posameznih področjih učenja, skoraj polovica učiteljev pa ne pozna osnovnih značilnosti in izobraževanja otrok z lažjo motnjo v duševnem razvoju. Menijo tudi, da si v času izobraževanja niso pridobili dovolj znanj niti o otrocih s primanjkljaji na posameznih področjih učenja niti o otrocih z lažjo motnjo v duševnem razvoju in da imajo težave z ločevanjem obeh skupin otrok. Velika večina učiteljev se strinja, da nekaj otrok s primanjkljaji na posameznih področjih učenja ne dosega minimalnih standardov znanj in zastopa stališče, da jim le-te lahko tudi znižamo ter da šolske ocene ne prikazujejo realnega znanja otrok. Skoraj vsi učitelji so si enotni v stališču, da bi bilo za nekatere otroke, ki so usmerjani kot otroci s primanjkljaji na posameznih področjih učenja, bolje, če bi bili vključeni v prilagojeni program vzgoje in izobraževanja z nižjim izobrazbenim standardom, ki ga izvajajo osnovne šole s prilagojenim programom. Menijo tudi, da njihovo mnenje, če bi predlagali začetek postopka usmerjanja, ne bi bilo upoštevano.Ensuring equal opportunities and respecting the diversity of children is a fundamental principle of education and schooling of children with special needs. Thus, children with typical development and children with special needs should have equal conditions for their optimal development. No child should be deprived of the right to be included in an appropriate education program. The purpose of the research was to determine whether teachers, who teach children included in educational program with an adapted implementation and additional professional help, are familiar with basic characteristics and education of children with disabilities in specific areas of learning, who are included in educational program with an adapted implementation and additional professional help as well as children with mild intellectual disabilities, included in adjusted educational program with lower educational standard. We were also interested in their opinion on acquired knowledge standards of children with disabilities in specific areas of learning, opinion of the adequacy of inclusive education for some children with disabilities in specific areas of learning as well as their opinion on how they can influence to redirect children into more adequate educational programs. The study included 95 teachers from three rural and three urban schools in the area of Ptuj and Ormož who teach children with disabilities in specific areas of learning included in educational program with an adapted implementation and additional professional help. The sample was ad hoc and it included teachers from primary and lower secondary education of both genders. The study was conducted with a descriptive and causal-nonexperimental method. The study attitude was quantitative and qualitative. We used our own survey questionnaire. The study showed that most teachers, who teach children, included in educational program with an adapted implementation and additional professional help, are familiar with the basic characteristics and education of children with disabilities in specific areas of learning, however, almost half of the teachers are not familiar with the basic characteristics and education of children with mild intellectual disabilities. They also believe that during their education, they did not gain sufficient knowledge of children with disabilities in specific areas of learning nor about children with mild intellectual disabilities and that they are having troubles distinguishing both groups of children. The vast majority of teachers agree that some of the children with disabilities in specific areas of learning do not meet the minimal standards of knowledge and think that these standards can be lowered and that school marks do not reflect the real knowledge of children. Almost all of the teachers agree that it would be better for some children, who are within the group of children with disabilities in specific areas of learning, to be involved with adjusted educational program with lower educational standard, performed by primary schools with an adjusted program. They also believe that their proposal about redirecting those children would not be considered