Page 223 - 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
P. 223
Integracija ter inkluzija v vzgoji in izobraževanju
vanje vzgojno-izobraževalnih programov s prilagojenim izvajanjem in z do-
datno strokovno pomočjo. Ljubljana: Centerkontura.
Resman, M. 2003. »Integracija/inkluzija med zamislijo in uresničevanjem.« V In-
tegracija, inkluzija v vrtcu, osnovni in srednji šoli: teorija in praksa, uredil M.
Resman, 64–83. Ljubljana: Zveza društev pedagoških delavcev v Sloveniji.
Rutar, S. 2011. »Razred in skupina otrok kot učeča se skupnost.« V Social Cohe-
sion in Education, uredili B. Borota, M. Cotič, D. Hozjan in L. Zenja, 171–184.
Horlivka: Horlivka State Pedagogical Institute for Foreign Languages.
Sable, M. H. 1981. »Systematic Bibliography as the Reflection of Reality.« Inter-
national Library Review 13 (1): 17–24.
Skidmore, D. 2004. Inclusion: The Dynamic of School Development. Cornwall:
Open University Press.
Thompson, S. 2017. »Defining and Measuring ›Inclusion‹ within an Organisa-
tion.« K4D Helpdesk Report, UK Government’s Department for Internatio-
nal Development, London.
Tienda, M. 2013. »Diversity = Inclusion: Promoting Integration in Higher Educa-
tion.« Educational Researcher 42 (9): 467–475.
Yu, Z. 2022. »A Meta-Analysis and Bibliographic Review of the Effect of Nine
Factors on Online Learning Outcomes Across the World.« Education and
Information Technologies 27 (2): 2457–2482.
UNESCO. 1977. »International Congress on National Bibliographies: Final Re-
port.« https://unesdoc.unesco.org/ark:/48223/pf0000030062.
Integration and Inclusion in Education: Reflexive Bibliographic
Historical Review
The review of national bibliography is a way of determining how a certain
topic is reflected in a country, through which we started researching integra-
tive or inclusive education, in order to find out what paradigmatic trends can
be traced in Slovenian pedagogy since 1981. We found that inclusive education
of children with special needs is becoming more recognizable, but it appears
more in academic circles, and the bibliographies do not penetrate enough to
broader categories of people because they may not contain the right forms of
communication. This has consequences on the understanding of inclusive ed-
ucation. Therefore, we should increase the processes of publishing bibliogra-
phies in such forms that are more accessible to the general public, not only to
those in the field of education, since the deficit is mainly in bibliography that
is more accessible to the general public, which can lead to misunderstanding
and negative attitudes towards inclusive education.
Keywords: inclusion, education, integration, children with special needs, bibli-
ography
223
vanje vzgojno-izobraževalnih programov s prilagojenim izvajanjem in z do-
datno strokovno pomočjo. Ljubljana: Centerkontura.
Resman, M. 2003. »Integracija/inkluzija med zamislijo in uresničevanjem.« V In-
tegracija, inkluzija v vrtcu, osnovni in srednji šoli: teorija in praksa, uredil M.
Resman, 64–83. Ljubljana: Zveza društev pedagoških delavcev v Sloveniji.
Rutar, S. 2011. »Razred in skupina otrok kot učeča se skupnost.« V Social Cohe-
sion in Education, uredili B. Borota, M. Cotič, D. Hozjan in L. Zenja, 171–184.
Horlivka: Horlivka State Pedagogical Institute for Foreign Languages.
Sable, M. H. 1981. »Systematic Bibliography as the Reflection of Reality.« Inter-
national Library Review 13 (1): 17–24.
Skidmore, D. 2004. Inclusion: The Dynamic of School Development. Cornwall:
Open University Press.
Thompson, S. 2017. »Defining and Measuring ›Inclusion‹ within an Organisa-
tion.« K4D Helpdesk Report, UK Government’s Department for Internatio-
nal Development, London.
Tienda, M. 2013. »Diversity = Inclusion: Promoting Integration in Higher Educa-
tion.« Educational Researcher 42 (9): 467–475.
Yu, Z. 2022. »A Meta-Analysis and Bibliographic Review of the Effect of Nine
Factors on Online Learning Outcomes Across the World.« Education and
Information Technologies 27 (2): 2457–2482.
UNESCO. 1977. »International Congress on National Bibliographies: Final Re-
port.« https://unesdoc.unesco.org/ark:/48223/pf0000030062.
Integration and Inclusion in Education: Reflexive Bibliographic
Historical Review
The review of national bibliography is a way of determining how a certain
topic is reflected in a country, through which we started researching integra-
tive or inclusive education, in order to find out what paradigmatic trends can
be traced in Slovenian pedagogy since 1981. We found that inclusive education
of children with special needs is becoming more recognizable, but it appears
more in academic circles, and the bibliographies do not penetrate enough to
broader categories of people because they may not contain the right forms of
communication. This has consequences on the understanding of inclusive ed-
ucation. Therefore, we should increase the processes of publishing bibliogra-
phies in such forms that are more accessible to the general public, not only to
those in the field of education, since the deficit is mainly in bibliography that
is more accessible to the general public, which can lead to misunderstanding
and negative attitudes towards inclusive education.
Keywords: inclusion, education, integration, children with special needs, bibli-
ography
223
