Ob pojavu kronične bolezni, ki prizadene vsakega šestega od desetih odraslih, je treba poskrbeti tako za zdravstveno urejenost bolezni kot za obvladovanje čustvenih odzivov nanjo (jeza, strah, ...frustracije, žalost), ne nazadnje pa je treba ohraniti oz. (pre)oblikovati (nove) vloge na delovnem mestu, v družini in med prijatelji. Na poti iskanja primernih strategij obvladovanja kronične bolezni in življenja kroničnega bolnika ima zdravstveno osebje zelo pomembno vlogo. Obolelim bi morali ponuditi kakovostne zdravstvenovzgojne programe, ki se ne osredinjajo le na značilnosti kroničnih bolezni in na možnosti zdravljenja, marveč upoštevajo tudi človeško stisko ob sprejemanju kronične bolezni, pa tudi njen vpliv na preostala področja posameznikovega življenja. Raziskave kažejo, da ima pri vseh teh nalogah za obolele- ga zelo veliko vlogo sposobnost empatičnega komuniciranja zdravstvenega osebja.
In the research in the field of inclusiveness it is often neglected how inclusiveness is constructed differently within the so-called Anglo-American and continental educational contexts. In Slovenia, ...the field of educational studies has historically developed within the continental, particularly German tradition, as a discipline called Pedagogy at the Faculty of Arts. Since Pedagogy is fundamentally theorising the processes of becoming a free human being and does not take a particular interest in the issues of vulnerable social groups, a complementary area of tertiary study emerged in today's Faculty of Education (e.g. Special needs Pedagogy). However, recently we can identify a trend of emerging new study programmes, the so-called inclusive education. Because of this separation between scientific fields, this paper is dealing with a question of which of the disciplines is offering a more convincing answers to the question of how to conceptualise and implement the inclusiveness. Using qualitative analyses of the concept of inclusiveness and content analyses of Slovenian study programmes and courses related to inclusive education, we attempt to show that discipline of Pedagogy provides a conceptualising of inclusiveness that is more complex through successfully interweaving the humanistic and social paradigm.
University teaching staff in Slovenia are autonomous in deciding on the contents of courses and thereby determine future educators' conceptualisation of inclusiveness. This study explores perceptions ...of Slovenian university staff teaching in pedagogical study programmes of the main factors affecting the implementation of inclusiveness; of the quality of the study programmes in terms of providing relevant knowledge and skills for pedagogical work with marginalised students; and of the relevant contents of study programmes educating future educators. Analyses show that more than half of the participants prefer inclusiveness to integration. Preference for inclusiveness depends on the study programme they contribute to for the most part and on the amount of time they devote in their subjects to the topic of the marginalised. Almost half of the participants believe partial revision of study programmes is required. Data suggest that university teaching staff are ambivalent about the relevance of the foundational pedagogical contents and specific contents for implementing inclusiveness or integration. The implications of this ambivalence and the necessary changes in the study programmes are presented.
When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ...ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's knowledge, but is also influenced by the pupil's behaviour, the teacher's expectations and finally the relationship established between the teacher and the pupil. This paper contributes answers to the question which of the traits, perceived by teachers, explain the academic achievements of regular pupils and pupils with special needs. Our analysis shows that perceived traits that explain the academic achievement of regular pupils refer to academic as well as social behaviour, disruptive behaviour and self-regulatory behaviour; therefore, they cover all areas of perceived traits we studied. In pupils with special needs as a whole and in particular groups of pupils with special needs, the factor which presents disruptive social behaviour proved as insignificant, which consequently means that the academic achievement of pupils with special needs depends more on academic and self-regulatory behaviour, task activity and social inclusion.
The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and ...special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec
1994
). For the entire group of D/HH students, the results of all self-esteem dimensions, including social, emotional and physical self and confidence, do not differ regarding their gender and level of hearing loss. Furthermore, almost no differences in self-esteem were found in respect to the students' ages. Relative to the norms of hearing students, D/HH students achieved average results in each self-esteem dimension. D/HH students from regular schools had higher self-esteem in emotional and physical self and confidence than those from special schools. The final grade in Slovene language was an important predictor of D/HH students' self-esteem in the dimension of confidence.
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