Page 248 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
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ja Riccarda Kiswarday in Katarina Kravos
nih kompetenc študentov razrednega pouka.« V Oblikovanje inovativnih
učnih okolij, ur. T. Štemberger, S. Čotar Konrad, S. Rutar, A. Žakelj, M. Valen-
čič Zuljan in D. Zuljan, 177–195. Koper: Založba Univerze na Primorskem.
Kiswarday, V., in A. Kofol. 2018. »Evropske politike financiranja sistemov inklu-
zivnega izobraževanja.« V Vloga inkluzivnega pedagoga v vzgoji in izobra-
ževanju, ur. M. Schmidt, D. Rus Kolar in E. Kranjec, 11–24. Maribor: Univerzi-
tetna založba.
Kiswarday, V., in T. Štemberger, T. 2017. »Pomen inkluzivnih kompetenc z vidika
bodočih vzgojiteljev predšolskih otrok.« Didactica Slovenica – Pedagoška
obzorja, znanstvena revija za didaktiko in metodike 32 (2): 3–19.
Magajna, L., M. Kavkler, G. Čačinovič Vogrinčič, S. Pečjak in K. Bregar Golobič.
2008. Učne težave v osnovni šoli: koncept dela. Ljubljana: Zavod Republike
Slovenije za šolstvo.
Mitchell, D. 2014. What Really Works in Special and Inclusive Education: Using
Evidence-Based Teaching Strategies. London: Routledge.
Mulbar, U., A. Rahman in S. A. Ahmar. 2017. »Analysis of the Ability in Mathe-
matical Problem-Solving Based on SOLO Taxonomy and Cognitive Style.«
World Transactions on Engineering and Technology Education 13 (1): 68–73.
Murawski, W. W., in C. E. Hughes. 2009. »Response to Intervention, Collabo-
ration, and Co-Teaching: A Logical Combination for Successful Systemic
Change.« Preventing School Failure: Alternative Education for Children and
Youth 53 (4): 267–277.
Spelt, E. J. H., J. A. H. Biemans, H. Tobi, A. P. Luning in M. Mulder. 2009. »Teaching
and Learning in Interdisciplinary Higher Education: A Systematic Review.«
Educational Psychology Review 21:365–378.
Tinnell, L. T., R. T. Tretter, W. Thornburg in S. P. Ralston. 2019. »Successful Interdi-
sciplinary Collaboration: Supporting Science Teachers with a Systematic,
Ongoing, Intentional Collaboration Between University Engineering and
Science Teacher Education Faculty.« Journal of Science Teacher Education
30 (6): 621–628.
UNESCO. 2017. A Guide for Ensuring Inclusion and Equity in Education. Pariz: UNE-
SCO.
Van den Besselaar, P., in G. Heimeriks. 2001. »Disciplinary, Multidisciplinary, In-
terdisciplinary – Concepts and Indications.« V Proceedings of the 8th Inter-
national Conference on Scientometrics and Informetrics – ISSI2001, ur. M. Da-
vis in C. S. Wilson, 705–716. Sydney: University of New South-Wales.
»Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1).« 2011. Uradni list
Republike Slovenije, št. 58.
Connecting Students for Cooperative Inclusion Instruction Planning
Useful and creative knowledge, quickly transferable into practice, is becoming
increasingly important in today’s society. To generalise knowledge into prac-
246
nih kompetenc študentov razrednega pouka.« V Oblikovanje inovativnih
učnih okolij, ur. T. Štemberger, S. Čotar Konrad, S. Rutar, A. Žakelj, M. Valen-
čič Zuljan in D. Zuljan, 177–195. Koper: Založba Univerze na Primorskem.
Kiswarday, V., in A. Kofol. 2018. »Evropske politike financiranja sistemov inklu-
zivnega izobraževanja.« V Vloga inkluzivnega pedagoga v vzgoji in izobra-
ževanju, ur. M. Schmidt, D. Rus Kolar in E. Kranjec, 11–24. Maribor: Univerzi-
tetna založba.
Kiswarday, V., in T. Štemberger, T. 2017. »Pomen inkluzivnih kompetenc z vidika
bodočih vzgojiteljev predšolskih otrok.« Didactica Slovenica – Pedagoška
obzorja, znanstvena revija za didaktiko in metodike 32 (2): 3–19.
Magajna, L., M. Kavkler, G. Čačinovič Vogrinčič, S. Pečjak in K. Bregar Golobič.
2008. Učne težave v osnovni šoli: koncept dela. Ljubljana: Zavod Republike
Slovenije za šolstvo.
Mitchell, D. 2014. What Really Works in Special and Inclusive Education: Using
Evidence-Based Teaching Strategies. London: Routledge.
Mulbar, U., A. Rahman in S. A. Ahmar. 2017. »Analysis of the Ability in Mathe-
matical Problem-Solving Based on SOLO Taxonomy and Cognitive Style.«
World Transactions on Engineering and Technology Education 13 (1): 68–73.
Murawski, W. W., in C. E. Hughes. 2009. »Response to Intervention, Collabo-
ration, and Co-Teaching: A Logical Combination for Successful Systemic
Change.« Preventing School Failure: Alternative Education for Children and
Youth 53 (4): 267–277.
Spelt, E. J. H., J. A. H. Biemans, H. Tobi, A. P. Luning in M. Mulder. 2009. »Teaching
and Learning in Interdisciplinary Higher Education: A Systematic Review.«
Educational Psychology Review 21:365–378.
Tinnell, L. T., R. T. Tretter, W. Thornburg in S. P. Ralston. 2019. »Successful Interdi-
sciplinary Collaboration: Supporting Science Teachers with a Systematic,
Ongoing, Intentional Collaboration Between University Engineering and
Science Teacher Education Faculty.« Journal of Science Teacher Education
30 (6): 621–628.
UNESCO. 2017. A Guide for Ensuring Inclusion and Equity in Education. Pariz: UNE-
SCO.
Van den Besselaar, P., in G. Heimeriks. 2001. »Disciplinary, Multidisciplinary, In-
terdisciplinary – Concepts and Indications.« V Proceedings of the 8th Inter-
national Conference on Scientometrics and Informetrics – ISSI2001, ur. M. Da-
vis in C. S. Wilson, 705–716. Sydney: University of New South-Wales.
»Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1).« 2011. Uradni list
Republike Slovenije, št. 58.
Connecting Students for Cooperative Inclusion Instruction Planning
Useful and creative knowledge, quickly transferable into practice, is becoming
increasingly important in today’s society. To generalise knowledge into prac-
246
