148 KB0 KB200620202007Vrhovski Mohorič, Mojcaletnik:18številka:3/4str. 109-131ISSN:1581-6036COBISSID:1651543URN:URN:NBN:SI:doc-4JR2MPF8slPedagoški inštitutSlovensko društvo raziskovalcev šolskega poljaŠolsko poljeinkluzijaintegracijaštudentje s posebnimi potrebamivisokošolsko izobraževanjevzgoja in izobraževanjeVključevanje študentov s posebnimi potrebami v visokošolsko izobraževanje|Within the concern for a more equal, harmonious, effective and more just social organization there is also the concern regarding the integration of persons with special needs into the school and broader social environment. Consequently, in recent decades, an increase in the number and presence of persons with special needs in educational institutions and in the entire society can be observed in most of the European Union states and also elsewhere, where foundations and conditions of integration are well established. According to the individual data, it is similar also with the number of students with special needs in institutions of higher education, but the increase is noticeable in more developed European states, where the provision of necessary adjustments in studies are well taken care of by a series of measures (with legislation, system solutions, strategic financing and suitable innovative and flexible strategies for the formation of an appropriate approach). In the paper, we compare some of the developed and developing higher education systems in various countries (Slovenia, Ireland, Germany, Slovakia, Great Britain, USA) according to law, regulations, rules, entrance procedures, adjustments and forms of counseling and support during studies. We find that especially those with long-term and good practice are developing numerous effective measures and strategies for the arrangement of accessible study to students with special needs, who should of course be givenmore emphasis and attention in our system of higher education as well. For students with special needs, unlimited entrance to study is provided in Slovenia, but they are less provided with special adjustments, help and counseling, and are therefore left to their own ingenuity, will and the help of those close to them. Practice and experience from abroad dictate it is good to develop the system integrally, proactively, innovatively and collaboratively and perhaps a step further that that, which is determined and enabled by the legislationZnotraj skrbi za bolj enakopravno, harmonično, učinkovito in bolj pravično družbeno organizacijo se znajde tudi skrb za vključevanje oseb s posebnimi potrebami v šolsko in širše socialno okolje. Posledično je v večini držav Evropske unije in tudi drugje, kjer so temelji in pogoji vključevanja dobro uveljavljeni, v zadnjih desetletjih opaziti povečanje števila in prisotnosti oseb s posebnimi potrebami v izobraževalnih institucijah in v celotni družbi. Posamezni podatki navajajo podobno tudi za število študentov s posebnimi potrebami na visokošolskih institucijah, vendar se porast števila opaža v razvitejših evropskih državah, kjer je z vrsto ukrepov (z zakonodajo, sistemskimi rešitvami, strateškim financiranjem in primernimi inovativnimi in fleksibilnimi strategijami za oblikovanje primernega pristopa) dobro poskrbljeno za zagotavljanje potrebnih prilagoditev pri študiju. V prispevku primerjamo nekatere razvite in razvijajoče se visokošolske sisteme v različnihdržavah (Sloveniji, Irski, Nemčiji, Slovaški, Veliki Britaniji, ZDA) po zakonih, predpisih, pravilnikih, vpisnih postopkih, prilagoditvah ter oblikah svetovanja in podpore pri študiju. Ugotavljamo, da zlasti tisti z dolgotrajno in dobro prakso razvijajo številne učinkovite ukrepe in strategijeza ureditev dostopnega študija študentom s posebnimi potrebami, ki bi jim seveda veljalo nameniti večjo težo in pozornost tudi v našem visokošolskem sistemu. Študentom s posebnimi potrebami je v Sloveniji omogočenneomejen vpis na študij, manj pa so jim zagotovljene posebne prilagoditve, pomoč in svetovanje, tako da so prepuščeni lastni iznajdljivosti, volji in pomoči bližnjih. Praksa in izkušnje iz tujine narekujejo, da je sistem dobro razvijati celostno, proaktivno, inovativno in kolaborativno ter morda korak dlje od tega, kar določa in omogoča zakonodajaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja