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Educational integration of hearing impaired children into a primary regular school: Project evaluation

Authors
Publisher
Faculty of Education and Rehabilitation Sciences
Publication Date
Disciplines
  • Education
  • Law

Abstract

EDUCATIONAL INTEGRATION OF HEARING IMPAIRED CHILDREN INTO A PRIMARY REGULAR SCHOOL: PROJECT EVALUATION In Slovenia we can find dffirent levels of implementation of integration forms into the teaching, practice, both regarding the strategies of integration as well as professional andfinancial solutions. The present article introduces the projec.t of Integration oJ'Hearing Impaired Children into a Regular Primary School in Maribor, currently running under the supervision of the Slovene Board oJ'Education and Sport. The project of Integration did not lead to any negative afr:ects on the hearing pupils ofthe first grade who were taught together with their hearing impaired peers. The level oJ' their knov,ledge is comparable to the knowledge of the Jirst g,raders with no integ,rated pupils. But the dffirences ot't.urred among the hearing impaired pupils on their higher acquired levels of motivational, social and emotional inte- grotion. Keywords: Hearing impaired children, integration, evaluation, mainstreaming, Primljeno: sijedanj 2001. Prihva6eno: oZujak 2001. Introduction Slovenia recently faced some global changes - like the establishment of an independent state and the introduction of a multi-party system in particular - which led to some changes in instruc- tion and education. The fact that we followed the recommendations of UNESCO, European Union, numerous professional, humanitarian, national and international associations. resulted in an increased integration of children with special needs into regular kindergartens, primary schools, secondary schools and also universities. The new Slovene educational legislation Compulsory Education Law (1996) and The Law of counseling children with special needs (2000) both provide the formal legal grounds to create formal grounds for the educational integration of the children with special needs. In Slovenia we can find different levels of implementation of integration forms into the Izvorni znanstveni rad UDK: 376.33 teaching practice, both re

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