Izzivi pri prepoznavanju in podpori dvojno izjemnih učencev v izobraževalnem procesu
DOI:
https://doi.org/10.18690/rei.4906Ključne besede:
dvojno izjemni učenci, nadarjenost, posebne potrebe, prepoznavanje, usposobljenost.Povzetek
Dvojno izjemni učenci, ki imajo nadarjenost v kombinaciji s posebnimi vzgojno-izobraževalnimi potrebami, so pogosto spregledani, kar ovira zagotavljanje ustrezne podpore v izobraževalnem procesu. V prispevku analiziramo stališča in usposobljenost strokovnih delavcev za delo s to skupino učencev ter načine pridobivanja znanja na področju dvojne izjemnosti. Rezultati raziskave kažejo, da se večina respondentov zaveda pomena prepoznavanja dvojne izjemnosti, vendar le redki sistematično in dosledno vključujejo ustrezne pedagoške pristope v prakso. Znanje na tem področju se večinoma pridobiva z neformalnimi viri in izmenjavo izkušenj, saj je ponudba formalnih strokovnih izobraževanj skromna. Poudarjena je potreba po razvoju specializiranih programov usposabljanja, ki bi izboljšali prepoznavanje in učinkovito podporo tej specifični skupini učencev.
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Avtorske pravice (c) 2025 Sandra Hrenič, Mojca Kukanja Gabrijelčič, Vanja Riccarda Kiswarday
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.