CAREER GUIDANCE FOR CHILDREN WITH SPECIAL NEEDS ATTENDING PRIMARY SCHOOL PROGRAMMES WITH LOWER EDUCATIONAL STANDARDS - A CASE STUDY

Evropske države v zadnjih nekaj desetletjih postopoma prilagajajo zakonodajo in izobraževalne programe rednih šol z namenom izboljšati vključevanje otrok in mladostnikov s posebnimi izobraževalnimi potrebami. Začetek sprememb v Sloveniji je na tem področju pomenila Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji (1995). Skoraj sočasno so bili sprejeti nekateri pomembnejši zakoni, med katerimi je potrebno omeniti Zakon o organizaciji in financiranju vzgoje in izobraževanja iz leta 1996, Zakon o osnovni šoli iz leta 1996 ter leta 2000 sprejet Zakon o usmerjanju otrok s posebnimi potrebami. Zakonodaja tako opredeljuje otroke s posebnimi potrebami, ureja celotno področje usmerjanja otrok s posebnimi potrebami na vseh ravneh izobraževanja ter predpisuje načine in oblike izvajanja vzgoje in izobraževanja. Trenutno aktualni Zakon o usmerjanju otrok s posebnimi potrebami (2011) kot temeljno konceptualno usmeritev opredeljuje inkluzivno naravnano izobraževanje, zato v nalogi natančneje opišemo inkluzijo. Pozornost se je namreč ob spremembah zakonodaje iz otrokove motnje, ovire ali primanjkljaja premaknila na sprejemanje različnosti in individualnosti učencev. Poleg inkluzije je predstavljeno še področje integracije in vzporednice med omenjenima pojmoma. Teoretični del naloge se nadaljuje z opredelitvijo otrok s posebnimi potrebami, s poudarkom na gibalno oviranih otrocih, ki trpijo za posledicami cerebralne paralize. V nadaljevanju je opisan postopek usmerjanja otrok s posebnimi potrebami in s tem povezane značilnosti. Predstavljene so tudi možnosti usmerjanja otrok s posebnimi potrebami po končanem devetem razredu osnovne šole s prilagojenim programom in šolanje na programih nižjega poklicnega izobraževanja. Na koncu teoretičnega dela je opredeljena še karierna orientacija, njeno zgodovinsko ozadje ter ovire na karierni poti otrok s posebnimi potrebami. Predmet raziskovanja v empiričnem delu magistrske naloge je poklicno usmerjanje otroka s posebnimi potrebami po končanem osnovnošolskem izobraževanju v prilagojenem izobraževalnem programu z nižjim izobrazbenim standardom. Kljub temu da so v šolski zakonodaji postavljeni temelji postopka usmerjanja in inkluzivne vzgoje in izobraževanja, v praksi nemalokrat prihaja do težav in posledično neustreznih usmeritev. S pomočjo študije primera smo želeli izpostaviti in opozoriti na probleme, ki se lahko pojavljajo pri kariernem usmerjanju gibalno oviranega učenca, ki ima tudi več drugih posebnih potreb. Pri tem smo se opirali na javne in zasebne dokumente o obravnavanem primeru posameznika s posebnimi potrebami ter na zakone in predpise, ki veljajo za otroke s posebnimi potrebami. Obenem smo v nalogi poudarili širši družbeni interes za vključitev otrok s posebnimi potrebami v redne oblike vzgoje in izobraževanja, s čimer želi družba zagotoviti enake možnosti vsem brez diskriminiranja. Poleg študije primera smo uporabili še polstrukturirana intervjuja, ki sta nam bila v veliko pomoč pri poglobljenem razumevanja obravnavanega primera. S pomočjo študije primera smo ugotovili, da je samoiniciativnost staršev pri usmerjanju otrok s posebnimi potrebami pomemben faktor. Njihova zavzetost lahko pripomore pri iskanju najustreznejše rešitve za nadaljevanje karierne poti. Strokovni delavci pa ugotavljajo, da je trenutno veljavna zakonodaja na področju usmerjanja otrok s posebnimi potrebami še zmeraj pomanjkljiva. Več pozornosti bi bilo potrebno posvečati karierni orientaciji otrok in mladostnikov s posebnimi potrebami.Over the past few decades, European countries have been gradually adapting legislation and educational programs of regular schools for better integration of children and young people with special educational needs. The white book on education in the Republic of Slovenia (Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji, 1995) presents the beginning of changes in Slovenia in this area. Almost simultaneously some important laws were adopted, among which it is worth mentioning the Organization and Financing of Education Act from 1996, Elementary School Act from 1996 and in year 2000 adopted Act on the Placement of Children with Special Needs. By this legislation defines children with special needs, regulates the entire area of placement of children with special needs at all levels of education and prescribes methods and forms of education. Currently functioning Act on the Placement of Children with Special Needs (2011) defines inclusively oriented education as the basic conceptual orientation, therefore the master\u27s thesis accurately describes inclusion. The amendments of the legislation moved the attention from the child\u27s disorder, barrier or deficit to the acceptance of diversity and individuality of students. In addition to inclusion the thesis it also describes the area of integration and parallels between the two concepts. The theoretical part of the master\u27s thesis continues with the definition of children with special needs, with emphasis on physically handicapped children who are suffering the consequences of cerebral palsy. In continuation it describes the procedure for the placement of children with special needs and characteristics associated with this. It also presents possibilities of directing children with special needs after finishing the 9th grade of elementary schools with special curriculum and educating in programs at lower vocational education. At the end of the theoretical part career orientation is defined, its historical background as well as obstacles on the career paths of children with special needs. The subject of research in the empirical part of the master\u27s thesis is vocational guidance of a child with special needs at the end of primary education in a customized educational program with lower educational standards. Despite the fact that school legislation contains foundations of guidance procedures and inclusive education, in practice, however, we often experience problems which consequently lead to inappropriate placements. Through a case study, we wanted to highlight and draw attention to problems that may arise in career guidance of a physically handicapped student who also has several other special needs. By this we relied on public and private documents on the case of individuals with special needs as well as on laws and regulations that apply to children with special needs. At the same time we stressed general social interest for the inclusion of children with special needs in regular forms of education, since society wants to provide equal opportunities without discrimination. In addition to the case study we have used two semi-structured interviews, which were very helpful for thorough understanding of the case. Through a case study it was concluded that the self-initiative of parents is an important factor in guiding children with special needs. Their enthusiasm can contribute to finding the most suitable solution for the continuation of their career path. Professionals recognize that the current legislation in the field of placing children with special needs is still lacking. More attention should be dedicated to career orientation of children and young people with special needs