Page 188 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
P. 188
men Drljić
Simpson, C. G., in L. Warner. 2010. Successful Inclusion Strategies for Early Child-
hood Teachers. Waco, TX: Prufrock Press.
Slee, R. 2014. »Discourses of Inclusion and Exclusion: Drawing Wider Margins.«
Power and Education 6 (1): 7–17.
Soriano, V. (2005). Zgodnja obravnava v otroštvu: analiza stanja v Evropi; ključni
vidiki in priporočila. Bruselj: Evropska agencija za razvoj izobraževanja na
področju posebnih potreb.
Tschannen-Moran, M., in A. W. Woofolk Hoy. 2007. »The Differential Antece-
dents of Self-Efficacy Beliefs of Novice and Experienced Teachers.« Tea-
ching and Teacher Education 23 (6): 944–956.
Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami
(ZOPOPP). 2017. Uradni list Republike Slovenije, št. 17.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). 2011. Uradni list
Republike Slovenije, št. 58.
Challenges of Early Intervention of Preschool Children
A modern understanding of the early intervention of children originates from
the Ecological Systems Theory that enables an in-depth identification of risk
factors in the child’s development and the environment. The purpose of early
intervention is to ensure adequate prevention and a timely treatment of chil-
dren with developmental delay, already in the earliest period of their life. At
the beginning of 2019, the Act Regulating the Integrated Early Treatment of
Preschool Children with Special Needs, which was supposed to fully regulate
this area, came into force in Slovenia. We were interested in how kindergarten
counsellors understand the importance of early intervention, what advan-
tages and disadvantages they perceive in the Act, and how they see their role
in it. We interviewed two counsellors. The findings indicate that the new Act
brings many advantages in the field of early intervention, as well as challenges.
The latter mainly concern the cooperation with various participants involved
in early intervention. They emphasize that all the conditions for implementing
the Act have not yet been guaranteed.
Keywords: counsellors, act, children with special needs, early intervention,
kindergarten
188
Simpson, C. G., in L. Warner. 2010. Successful Inclusion Strategies for Early Child-
hood Teachers. Waco, TX: Prufrock Press.
Slee, R. 2014. »Discourses of Inclusion and Exclusion: Drawing Wider Margins.«
Power and Education 6 (1): 7–17.
Soriano, V. (2005). Zgodnja obravnava v otroštvu: analiza stanja v Evropi; ključni
vidiki in priporočila. Bruselj: Evropska agencija za razvoj izobraževanja na
področju posebnih potreb.
Tschannen-Moran, M., in A. W. Woofolk Hoy. 2007. »The Differential Antece-
dents of Self-Efficacy Beliefs of Novice and Experienced Teachers.« Tea-
ching and Teacher Education 23 (6): 944–956.
Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami
(ZOPOPP). 2017. Uradni list Republike Slovenije, št. 17.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). 2011. Uradni list
Republike Slovenije, št. 58.
Challenges of Early Intervention of Preschool Children
A modern understanding of the early intervention of children originates from
the Ecological Systems Theory that enables an in-depth identification of risk
factors in the child’s development and the environment. The purpose of early
intervention is to ensure adequate prevention and a timely treatment of chil-
dren with developmental delay, already in the earliest period of their life. At
the beginning of 2019, the Act Regulating the Integrated Early Treatment of
Preschool Children with Special Needs, which was supposed to fully regulate
this area, came into force in Slovenia. We were interested in how kindergarten
counsellors understand the importance of early intervention, what advan-
tages and disadvantages they perceive in the Act, and how they see their role
in it. We interviewed two counsellors. The findings indicate that the new Act
brings many advantages in the field of early intervention, as well as challenges.
The latter mainly concern the cooperation with various participants involved
in early intervention. They emphasize that all the conditions for implementing
the Act have not yet been guaranteed.
Keywords: counsellors, act, children with special needs, early intervention,
kindergarten
188
