Page 73 - Glasbenopedagoški zbornik Akademije za glasbo, letnik 16, zvezek 32 ◆ The Journal of Music Education of the Academy of Music in Ljubljana, year 16, issue 32
P. 73
da RS (2000). Zakon o glasbenih šolah. http://www.uradni-list.si/1/ andreja marčun kompan ◆ dvojno izjemni učenci: glasbeno talentirani učenci s posebnimi potrebami
objava.jsp?urlid=200681&stevilka=3536.
Vlada RS (2005). Zakon o vrtcih. https://www.uradni-list.si/glasilo-uradni-list-
rs/vsebina/2005-01-4349?sop=2005-01
Vlada RS (2006). Zakon o glasbenih šolah. http://www.uradni-list.si/1/
objava.jsp?urlid=200681&stevilka=3536
Vlada RS (2007). Zakon o usmerjanju otrok s posebnimi
potrebami. https://www.uradni-list.si/glasilo-uradni-list-rs/
vsebina?urlid=20073&stevilka=101
Vlada RS (2011). Zakon o usmerjanju otrok s posebnimi potrebami
(2011). https://www.uradni-list.si/glasilo-uradni-list-rs/
vsebina?urlid=201158&stevilka=2714
Vladiković, J. (2013). Gifted learners, dyslexia, music, and the piano: Rude,
inattentive, uncooperative, or something else? (Doktorska disertacija).
Arizona State University, Phoenix, AZ.
Vogrinc, J. (2008). Kvalitativno raziskovanje na pedagoškem področju.
Pedagoška fakulteta.
Vovk, M. (2010). Glasbeno izobraževanje učencev z disleksijo (Diplomsko
delo). Univerza v Ljubljani, Akademija za glasbo, Ljubljana.
Yewchuk in Lupart, 1988
Summary
UDC 376:78
Although it has long been considered that talent and special needs are incompatible, to-
day we know that in society we also know a population of students who can be talented
in one or more areas, and in addition to talent they have certain deficiencies and disor-
ders that hinder learning (Lep, 2012). Thus, we are talking about twice-exceptional stu-
dents, students who show musical talent, but are also classified as special needs students
(hereinafter SEN students) due to disorders, obstacles or deficiencies.
Since many authors (Norwich, 2013; Rutar, 2001; Qvortrup in Qvortrup, 2018) find that
the use of the phrase SEN students is often associated with stigma, the question arises
as to whether the name SEN students is misleading in the field of music education and
may lead to the opinion that SEN students are not musically talented. In the survey by A.
Marčun Kompan (2019), the majority (77,1 %) of participating principals (n=34) and the
majority (77,2 %) of teachers (n=284) expressed their belief among employees in Sloveni-
an music schools (hereinafter MS) that SEN students can be musically talented, but the
expression of their musical talent depends on their deficiency or disorder, while a good
fifth (22,9 %) of principals and a fifth (21,2 %) of teachers estimate that all SEN students
can be musically talented, as talent is similarly dispersed among them as among students
who have no special needs.
In order to get a slightly clearer picture of twice-exceptional students, we first briefly de-
scribe SEN students and twice-exceptional students, then introduce some foreign and
73
objava.jsp?urlid=200681&stevilka=3536.
Vlada RS (2005). Zakon o vrtcih. https://www.uradni-list.si/glasilo-uradni-list-
rs/vsebina/2005-01-4349?sop=2005-01
Vlada RS (2006). Zakon o glasbenih šolah. http://www.uradni-list.si/1/
objava.jsp?urlid=200681&stevilka=3536
Vlada RS (2007). Zakon o usmerjanju otrok s posebnimi
potrebami. https://www.uradni-list.si/glasilo-uradni-list-rs/
vsebina?urlid=20073&stevilka=101
Vlada RS (2011). Zakon o usmerjanju otrok s posebnimi potrebami
(2011). https://www.uradni-list.si/glasilo-uradni-list-rs/
vsebina?urlid=201158&stevilka=2714
Vladiković, J. (2013). Gifted learners, dyslexia, music, and the piano: Rude,
inattentive, uncooperative, or something else? (Doktorska disertacija).
Arizona State University, Phoenix, AZ.
Vogrinc, J. (2008). Kvalitativno raziskovanje na pedagoškem področju.
Pedagoška fakulteta.
Vovk, M. (2010). Glasbeno izobraževanje učencev z disleksijo (Diplomsko
delo). Univerza v Ljubljani, Akademija za glasbo, Ljubljana.
Yewchuk in Lupart, 1988
Summary
UDC 376:78
Although it has long been considered that talent and special needs are incompatible, to-
day we know that in society we also know a population of students who can be talented
in one or more areas, and in addition to talent they have certain deficiencies and disor-
ders that hinder learning (Lep, 2012). Thus, we are talking about twice-exceptional stu-
dents, students who show musical talent, but are also classified as special needs students
(hereinafter SEN students) due to disorders, obstacles or deficiencies.
Since many authors (Norwich, 2013; Rutar, 2001; Qvortrup in Qvortrup, 2018) find that
the use of the phrase SEN students is often associated with stigma, the question arises
as to whether the name SEN students is misleading in the field of music education and
may lead to the opinion that SEN students are not musically talented. In the survey by A.
Marčun Kompan (2019), the majority (77,1 %) of participating principals (n=34) and the
majority (77,2 %) of teachers (n=284) expressed their belief among employees in Sloveni-
an music schools (hereinafter MS) that SEN students can be musically talented, but the
expression of their musical talent depends on their deficiency or disorder, while a good
fifth (22,9 %) of principals and a fifth (21,2 %) of teachers estimate that all SEN students
can be musically talented, as talent is similarly dispersed among them as among students
who have no special needs.
In order to get a slightly clearer picture of twice-exceptional students, we first briefly de-
scribe SEN students and twice-exceptional students, then introduce some foreign and
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