{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-NUY2L6NA/8db5ffef-12ec-4e5c-aa92-67e0b9825528/PDF","dcterms:extent":"177 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-NUY2L6NA/9820a71d-5e54-4b7d-9908-80299aebbf1e/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-NUY2L6NA","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2007","dc:creator":"Opara, Božidar","dc:format":[{"@xml:lang":"sl","#text":"letnik:18"},{"@xml:lang":"sl","#text":"številka:3/4"},{"@xml:lang":"sl","#text":"str. 35-61"}],"dc:identifier":["ISSN:1581-6036","COBISSID:1650775","URN:URN:NBN:SI:doc-NUY2L6NA"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"sl","#text":"inkluzija"},{"@xml:lang":"sl","#text":"integracija"},{"@xml:lang":"sl","#text":"otroci s posebnimi potrebami"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Od učljivosti do inkluzivne paradigme|"},"dc:description":[{"@xml:lang":"sl","#text":"The article looks into the development of the education of children with special needs from its beginnings, when there was a need to put into force thebelief that also children with developmental problems could be taught, through the period of the intensive development of special schooling until thepresent days, when a new inclusive paradigm a being formed and implemented.Postmodern philosophy and ethics are used as the starting point and are both based on human rights, antidiscrimination, justice and equal opportunities. From this perspective, those theories and beliefs are relevant that emphasise the educational process as the most important aspect in the child's development. Therefore, children with special needs should be educatedwith their peers as such environment is the most normal. There should be a common school for all children, where everyone is treated as a unique individual. Alternative programmes and restrictive environments can weaken theconditions for their development. Different discourses on the common education of all children are similar in their philosophies and principles. The problems lie in the implementation of inclusion. The article presents different concepts and methods of realizing inclusive education along with doubts, criticisms and warnings that indicate a number of uncertainties and indeterminacies as to its implementation. Nevertheless, the inclusive paradigmis the vision of the future, and we all walk in its direction"},{"@xml:lang":"sl","#text":"Prispevek proučuje razvoj vzgoje in izobraževanja otrok s posebnimi potrebami od zgodnjega obdobja, ko je bilo potrebno uveljaviti prepričanje, da so tudi otroci z motnjami v razvoju učljivi preko obdobja intenzivnega razvoja posebnega šolstva do sedanjega obdobja, ko se oblikuje in skuša implementiratinova inkluzivna paradigma. Za izhodišče služita post-modernistična filozofija in etika, ki temeljita na človekovih pravicah, antidiskriminativnosti, pravičnosti in enakih možnostih. V tem smislu so aktualna tiste teorije in prepričanja, ki imajo proces vzgoje in izobraževanjaza najpomembnejši dejavnik v razvoju otroka. Otroci s posebnimi potrebami naj bi se zato vzgajali skupaj z drugimi vrstniki; takšno okolje je najbolj normalno. Skupna šola naj bi bila torej za vse otroke, kjer se vsak pojavlja kot enkraten individuum. Alternativni programi in omejevalno okolje zato predstavljajo slabljenje pogojev za njihov razvoj. Različni diskurzi skupnega vzgajanja in izobraževanja vseh otrok so si podobni v filozofiji in načelnih stališčih. Problemi so v implementaciji inkluzije. Prispevek prikazuje različne koncepte in načine za uresničevanje inkluzivne vzgoje in izobraževanja. Skupaj s pomisleki, kritikami in opozorili, ki kažejo, da je ševrsto negotovosti in nedorečenosti v smislu implementacije. A ne glede na vse to je inkluzivna paradigma vizija prihodnosti. In vsi se nahajamo na poti in v smeri te paradigme"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-NUY2L6NA","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-NUY2L6NA"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-NUY2L6NA/8db5ffef-12ec-4e5c-aa92-67e0b9825528/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-NUY2L6NA/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-NUY2L6NA"}}}}