180 KB46 KB200820262014Licardo, MartaSchmidt, Majdaštevilka:1letnik:7str. 65-81ISSN:1855-4431COBISSID:20457736URN:URN:NBN:SI:doc-IXHZU61ZslPedagoška fakultetaRevija za elementarno izobraževanjeautonomyavtonomnosteducationotroci s posebnimi potrebamisamoodločanjesamorealizacijaself-determinationself-realizationspecial education needsSamoodločanje otrok in mladostnikov s posebnimi potrebami v izobraževanju|In the article we briefly present the development of self-determination from various perspectives. The focus is on a functional model of self-determination, which has increasingly been applied in the field of special education and rehabilitation. Research in the area of self-determination contributes to the understanding of topic dimensions and raises ideas of development in practice. Much foreign research highlights the benefits of the functional model, in which self-determination is a skill that can be learned by learning about choice, decision making, problem solving, planning and reaching goals, self-observing, self-evaluating, self-reinforcement, self-awareness, and knowing oneself (Wehmeyer, 1999). In Slovenia self-determination is less known, and we can mostly find it in special education and the rehabilitation of persons with intellectual disabilities in terms of self advocacy, autonomy development, empowerment, etc. We emphasise that systematic development and teaching of self-determination skills can contribute to better performance in various areas of special needs education: for example in vocational education where there is quite a large population of students with special needs who can easily end up being socially excluded, and experience school failure and unemployment. The model is also useful in the work with parents of children with special needs at all levels of education and in the field of teacher educationV prispevku strnjeno predstavljamo razvoj samoodločanja z različnih perspektiv. Pozornost namenjamo funkcionalnemu modelu samoodločanja, ki se uveljavlja pri delu z osebami s posebnimi potrebami. Raziskovanje samoodločanja prispeva k razumevanju razsežnosti tematike in ponuja možnosti razvoja v praksi. Rezultati tujih raziskav namreč poudarjajo mnoge prednosti funkcionalnega modela samoodločanja, po katerem je samoodločanje veščina, ki se jo lahko naučimo z učenjem veščin izbiranja, odločanja, reševanja problemov, zastavljanja in doseganja ciljev ter drugih veščin, kot so samoopazovanje, samovrednotenje, spodbujanje sebe, samozavedanje in poznavanje sebe (Wehmeyer 1999, 54-57). Samoodločanje je v slovenskem prostoru morda manj poznano, še največkrat se pojavlja pri delu z osebami s posebnimi potrebami, ki imajo motnje v duševnem razvoju, v okviru učenja samozagovorništva, razvoja avtonomnosti, opolnomočenja ipd. V prispevku poudarjamo, da bi lahko sistematičen razvoj in poučevanje teh veščin pripomogla k boljšim rezultatom na različnih področjih dela z otroki in mladostniki s posebnimi potrebami, npr. v nižjem poklicnem izobraževanju in programih srednješolskega izobraževanja, kjer je velik delež dijakov s posebnimi potrebami, ki so lahko hitro izpostavljeni socialni izključenosti, šolskemu neuspehu in nezaposljivosti. Model je uporaben tudi pri delu s starši otrok s posebnimi potrebami na vseh stopnjah izobraževanja in pri izobraževanju učiteljevTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Mariboru, Pedagoška fakulteta