Page 145 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
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Analiza tem zaključnih del študijskega programa Inkluzivna pedagogika do danes
with Disabilities in Special Education.« Research, Society and Development
10 (9). https://doi.org/10.33448/rsd-v10i9.18238.
Štemberger, T., in V. R. Kiswarday. 2018. »Attitude Towards Inclusive Education:
The Perspective of Slovenian Preschool and Primary School Teachers.« Eu-
ropean Journal of Special Needs Education 33 (1): 47–58.
Takala, M., in L. Uusitalo-Malmivaara. 2012. »A One-Year Study of the Develop-
ment of Co-Teaching in Four Finnish Schools.« European Journal of Special
Needs Education 27 (3): 373–390.
UNESCO. 1994. The Salamanca Statement and Framework for Action on Special
Needs Education. Pariz: UNESCO.
Vršnik Perše, T. 2007. »Poučevanje otrok s posebnimi potrebami v redni osnovni
šoli ter pristopi poučevanja.« Šolsko polje 18 (3–4): 63–72.
Watkins, A., in V. Donnelly. 2014. »Core vaLues as the Basis for Teacher Education
for Inclusion.« Global Education Review 1 (1): 76–92.
Zakon o organizaciji in financiranju vzgoje in izobraževanja (ZOFVI). 1996. Ura-
dni list Republike Slovenije, št. 12. https://www.uradni-list.si/1/objava.jsp
?sop=1996-01-0567.
Zakon o osnovni šoli (ZOsn). 1996. Uradni list Republike Slovenije, št. 12. https://
www.uradni-list.si/1/objava.jsp?sop=1996-01-0570.
Zakon o usmerjanju otrok s posebnimi potrebami (ZOUPP). 2000. Uradni list Re-
publike Slovenije, št. 54. https://www.uradni-list.si/1/objava.jsp?sop=2000
-01-2496.
Zavod Republike Slovenije za šolstvo. 2008. Učne težave v osnovni šoli: koncept
dela. Uredila A. Nagode. Ljubljana: Zavod Republike Slovenije za šolstvo.
Žakelj, A. 2013. »Pristopi učiteljev pri oblikah pomoči učencem z učnimi teža-
vami pri matematiki.« Revija za elementarno izobraževanje 6 (1): 5–25.
Review of Master’s Thesis Topics within the Inclusive Pedagogics Study
Programme to the Present, for Future Planning
In this paper, we analysed master’s thesis topics during the first 13 years of the
implementation of the Master study Programme of Inclusive Pedagogy at the
Faculty of Education at the University of Primorska. Firstly, we outlined some
key aspects that guided educational systems to ensure inclusive and equitable
quality education for all. In Slovenia, the accreditation of a new study pro-
gramme that aims to educate a widely qualified expert who will be able to
work with children with different additional needs was one of the most impor-
tant and visionary responses to the needs of forming a new inclusive school
practice. In the empirical study, we realised that 71.6 of students have an ed-
ucational first-study background. As of now, 464 students have obtained the
Master’s degree in Inclusive Pedagogy at UP PEF. In their final works they most
often focused on evaluating the implementation of different inclusive strate-
gies, mostly within primary school education, which is expected regarding the
145
with Disabilities in Special Education.« Research, Society and Development
10 (9). https://doi.org/10.33448/rsd-v10i9.18238.
Štemberger, T., in V. R. Kiswarday. 2018. »Attitude Towards Inclusive Education:
The Perspective of Slovenian Preschool and Primary School Teachers.« Eu-
ropean Journal of Special Needs Education 33 (1): 47–58.
Takala, M., in L. Uusitalo-Malmivaara. 2012. »A One-Year Study of the Develop-
ment of Co-Teaching in Four Finnish Schools.« European Journal of Special
Needs Education 27 (3): 373–390.
UNESCO. 1994. The Salamanca Statement and Framework for Action on Special
Needs Education. Pariz: UNESCO.
Vršnik Perše, T. 2007. »Poučevanje otrok s posebnimi potrebami v redni osnovni
šoli ter pristopi poučevanja.« Šolsko polje 18 (3–4): 63–72.
Watkins, A., in V. Donnelly. 2014. »Core vaLues as the Basis for Teacher Education
for Inclusion.« Global Education Review 1 (1): 76–92.
Zakon o organizaciji in financiranju vzgoje in izobraževanja (ZOFVI). 1996. Ura-
dni list Republike Slovenije, št. 12. https://www.uradni-list.si/1/objava.jsp
?sop=1996-01-0567.
Zakon o osnovni šoli (ZOsn). 1996. Uradni list Republike Slovenije, št. 12. https://
www.uradni-list.si/1/objava.jsp?sop=1996-01-0570.
Zakon o usmerjanju otrok s posebnimi potrebami (ZOUPP). 2000. Uradni list Re-
publike Slovenije, št. 54. https://www.uradni-list.si/1/objava.jsp?sop=2000
-01-2496.
Zavod Republike Slovenije za šolstvo. 2008. Učne težave v osnovni šoli: koncept
dela. Uredila A. Nagode. Ljubljana: Zavod Republike Slovenije za šolstvo.
Žakelj, A. 2013. »Pristopi učiteljev pri oblikah pomoči učencem z učnimi teža-
vami pri matematiki.« Revija za elementarno izobraževanje 6 (1): 5–25.
Review of Master’s Thesis Topics within the Inclusive Pedagogics Study
Programme to the Present, for Future Planning
In this paper, we analysed master’s thesis topics during the first 13 years of the
implementation of the Master study Programme of Inclusive Pedagogy at the
Faculty of Education at the University of Primorska. Firstly, we outlined some
key aspects that guided educational systems to ensure inclusive and equitable
quality education for all. In Slovenia, the accreditation of a new study pro-
gramme that aims to educate a widely qualified expert who will be able to
work with children with different additional needs was one of the most impor-
tant and visionary responses to the needs of forming a new inclusive school
practice. In the empirical study, we realised that 71.6 of students have an ed-
ucational first-study background. As of now, 464 students have obtained the
Master’s degree in Inclusive Pedagogy at UP PEF. In their final works they most
often focused on evaluating the implementation of different inclusive strate-
gies, mostly within primary school education, which is expected regarding the
145
