Janja Jurečič (Author), Milena Košak Babuder (Author), Jurij Selan (Author)

Abstract

Comparisons of performance in the Slovenian national assessment of knowledge at the end of primary school show lower results for pupils with special educational needs (SEN) in all school subjects and in arts education. Several authors highlight the hardships teachers face when working with pupils with SEN. Therefore, in the study we analysed the self-evaluation of competence for working with pupils with SEN among Slovenian art teachers in primary and secondary schools. The results show that the biggest challenges for Slovenian art teachers are the blind and visually impaired pupils and pupils with autistic disorders. They often offer the pupils adjustment in terms of achieving psychomotor goals. However, they are less able to identify pupils’ problems in the socioemotional sphere and to use adjustment in relation to specific groups of pupils with SEN. Our research provides an insight into practice and thus a basis for further research in this area.

Keywords

kompetence;učitelji;

Data

Language: English
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL PEF - Faculty of Education
UDC: 376:373.32.016:74
COBISS: 47867907 Link will open in a new window
ISSN: 1465-3400
Views: 39
Downloads: 16
Average score: 0 (0 votes)
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Other data

Secondary language: Slovenian
Secondary keywords: backward child;special education;art education;otrok s posebnimi potrebami;pouk po prilagojenem programu;likovna vzgoja;
Type (COBISS): Article
Pages: 1 spletni vir (1 datoteka PDF (16 str.)
Volume: ǂVol. ǂ47
Issue: ǂissue ǂ
Chronology: 2021
DOI: 10.1080/03055698.2021.1873740
ID: 18990113