magistrsko delo
Jana Šircelj (Author), Marija Kavkler (Mentor)

Abstract

Ko zaslišimo besedo kultura, pogosto pomislimo na kulturno-zgodovinske spomenike, znamenitosti, premalo ozaveščeno pa je dejstvo, da je nacionalna kultura del vsakogar izmed nas, da se kaže že v načinu naše vzgoje v otroštvu in vse do oblik vedenja, ki jih razvijemo v odrasli dobi. Vpliva na naša stališča in predsodke do drugih, na to, v kolikšni meri jih sprejemamo ter v kakšnem odnosu smo do njih. Ko ljudje vzpostavimo neko vedenje, za katerega smo ugotovili, da v družbi funkcionira, ga neradi spreminjamo. Posledično se tudi kultura naroda spreminja počasi, saj vsaka generacija, vzgojena v določeni kulturi, v isti smeri vzgoji novo generacijo. Šele ko ugotovimo, da neko vedenje za nas ni več primerno, se lahko pojavi potreba po novem vedenju, po spremembi. Tako je za spremembo najprej potrebna temeljita sprememba družbe. V magistrskem delu želim predstaviti dve precej različni kulturi, slovensko in japonsko, ter pokazati, kako ti kulturi vplivata na izvajanje inkluzivnega izobraževanja oseb s posebnimi potrebami. Vsako kulturo bom predstavila posebej, saj so si zaradi geografske oddaljenosti in različnih zgodovinskih mejnikov, kulture med seboj izredno različne. Kultura sama po sebi na inkluzivno izobraževanje vpliva v vidiku sprejemanja odločitev in zakonov s politične strani, ki naj bi nakazovali želeno smer našega vedenja oziroma ravnanja v določenih situacijah. Pri uvažanju in izvažanju posameznih inkluzivnih modelov je potrebno dobro premisliti, kakšne spremembe se bodo morale uvesti, da se bo izbrani model čim bolj optimalno izvajal. Dejansko izvajanje odločitev v praksi je odvisno od razumevanja nove ideje, sodelovanja družbe pri odločitvah, od posameznikovih specifičnih lastnosti (njegove kulture) in tudi od vzpostavitve nadzora nad pričakovanim vedenjem. Slovenci kot individualističen narod še vedno dajemo poudarek na bolj individualističnem pristopu učne pomoči, skrbimo bolj za lasten uspeh ter se manj posvečamo uspehu drugih. Zaradi želje po priznanju pa sprejemamo nove ideje in strategije inkluzije, ki jih do določene mere tudi vpeljujemo v naš šolski sistem, da bi nudili čim večjo podporo otrokom s posebnimi potrebami in učnimi težavami. Prepogosto pa ob tem zanemarjamo vidik drugih udeležencev, saj dodatno izobraževanje učiteljev na tem področju in pomoč strokovnih centrov ni konkretno vzpostavljeno. Japonci kot kolektivističen narod dajejo velik pomen uspehu skupin, učno pomoč v večji meri izvajajo v razredu ter poudarjajo enovitost naroda. Politične in zakonodajne odločitve sprejemajo počasneje in pred tem skrbno premislijo možne posledice. Četudi se je inkluzivno izobraževanje na Japonskem uveljavilo precej pozno, se morajo sedaj učitelji obvezno dodatno izobraževati, hkrati pa tudi njihova prepričanja pripomorejo, da sprejemajo povratne informacije o svojem delu in ga izboljšujejo. Japonska in Slovenija se razlikujeta v različnih vidikih: od sprejemanja odločitev do pridobivanja znanja in načina izboljševanja šolskega sistema, vendar obstaja verjetnost, da se bodo ob vse večjem vplivu množičnih medijev razlike izrazito zmanjšale. Množični mediji prinašajo neke nove cilje, ideje in vizije, ki usmerjajo spremembe na vseh nivojih države. Pojavljajo se tudi nove preverjene strategije, ki jih države implementirajo v svojo zakonodajo in prakso: obsegajo vse od sprememb na ravni družbe, zakonov, fizičnega okolja, šolskih kultur do poučevanja v razredu in individualne pomoči učencem s posebnimi potrebami in učnimi težavami. Ob teh dejstvih želim podati tudi sugestije za učinkovitejše izvajanje inkluzije v slovenskem šolskem sistemu, ki bi pripomogle k optimalni inkluziji oseb s posebnimi potrebami v rednih osnovnih šolah.

Keywords

nacionalna kultura;inkluzivno izobraževanje;otroci s posebnimi potrebami in učnimi težavami;Slovenija;Japonska;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [J. Šircelj]
UDC: 376(043.2)
COBISS: 11559241 Link will open in a new window
Views: 548
Downloads: 127
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: National culture's influence on inclusive education of children with special needs and learning difficulties in Slovenia and Japan
Secondary abstract: When we hear the word culture we often think of cultural-historical monuments and sights. Not enough awareness is raised, however, about the fact that national culture is a part of every single one of us. It shows in the way we are raised as children, all the way to the forms of our behavior, which are developed in the adulthood. It influences our attitudes and prejudices to others. It influences to what extent we accept others and in what kind of relationship we are to them. When people constitute a type of behavior which – as we discovered – functions in the society, we are reluctant to change it. Consequentially, the culture of the nation changes slowly, for each generation, which is raised in a certain culture, raises a new generation in the same manner. Only when we discover that a certain behavior is not appropriate for us anymore, a need for a new behavior, a new change can emerge. Thus, a thorough change of the society is necessary to achieve a change. In the master’s thesis, I wish to present a couple of very different cultures, Slovene and Japanese, and I wish to show how these cultures influence the performance of inclusive education of persons with special needs. I will present both cultures individually. Due to geographical distance and different historical milestones, the cultures are extremely different in comparison. The culture itself influences the inclusive education in the aspect of decision making and politically formed laws, which should show the desired direction of our behavior and conduct in certain situations. When importing and exporting individual inclusive models, it is necessary to think about the kind of changes will have to be introduced in order for a certain model to be exercised as optimally as possible. The actual performance of the decisions in practice depends on the understanding of the new idea, on cooperation of the society in decisions, on individual’s specific characteristics (his culture) and also on establishing the control over the expected behavior. Slovenes as an individualistic nation still emphasize a more individualistic approach to educational assistance; we take care of our own success, and we are not concerned about the success of others. Due to desire of recognition, however, we accept some new ideas and strategies of inclusion, which we introduce into our school system, in order to offer as much support as possible to children with special needs and learning difficulties. However, we neglect the perspective of other participants too often, for additional education of teachers in this field and the assistance of expert centers is not well established. Japanese, as a collectivistic nation, stress the success of groups significantly. They perform educational assistance in a classroom to a greater extent, and emphasize the unity of the nation. They adopt political and legislative decisions more slowly and think about possible consequences thoroughly before adopting the laws. Even though the inclusive education was enforced in Japan rather late, teachers are now obliged to be educated additionally. At the same time their beliefs help that they accept feedback on their work and improve it continuously. Japan and Slovenia differ in several perspectives: from accepting decisions to acquiring knowledge and the way to improve the school system. However, there is a possibility that due to the growing influence of the mass media, the differences will diminish distinctly. Mass media are introducing some new objectives, ideas, visions, which direct changes on all the levels of the state. New verified strategies emerge and are implemented into the legislation and practice by the countries: they include all from the changes on the level of the society, laws, physical environment and school cultures, to teaching in a classroom and individual assistance to students with special needs and learning difficulties. In the face of these facts, I wish to give some suggestions for more efficient exercise of inclusion in Slovene school system, which would help to achieve optimal inclusion of persons with special needs in the regular elementary schools.
Secondary keywords: backward child;education;otrok s posebnimi potrebami;vzgoja in izobraževanje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: VI, 91 str.
ID: 10838457