Specialno pedagoško izpopolnjevanje za učitelje otrok s posebnimi potrebami

The programme entitled " SPECIAL PEDAGOGICAL TRAINING FOR TEACHERS OF CHILDREN WITH SPECIAL NEED" was adopted by the Senate of the University of Primorska on 20 April 2022. The programme is intended to provide basic theoretical and practical knowledge in the field of identifying the characteristics and needs of and working with children with special needs: children with emotional and behavioural problems or disorders, gifted and talented children, long-term or chronically ill, hearing-impaired and deaf children, children with communication and speech-language disorders, physically handicapped children, children with autism, children with blindness and visual impairment. The focus of the study is planned on improving theoretical and practical skills to identify and work with children with special needs, to design and implement individualised programmes and to develop a deeper understanding of inclusion and lifelong learning. The proposed study programme will train participants to meet the challenges in a field that is highly relevant in society and contribute to professional competence in working with children with special needs and inclusive education. The proposed programme is a response to the real needs of society and education. The training needs are supported with actual research findings and demonstrate a serious shortage of staff with competences for working with children with special needs at all levels of education. The Faculty of Education of the University of Primorska is well integrated into the environment and has a wide network of partner organisations for practical training throughout Slovenia. The curriculum supports the objectives and competences of the programme, and the standard forms of study are indicated in the curricula. The programme consists of 13 compulsory subjects and two elective subjects, which participants can choose from five elective subjects. The practical training consists of 15 credits (Practical Training 6 and Integrated Practice 9). The subjects are horizontally linked because they are different in terms of their core content (subject matter). Opportunities for improvement are to align the number of credits. The envisaged higher education teachers have the appropriate habilitations, and all but one is employed by the Faculty of Education. They are involved in several research and applied projects. The material conditions for implementation are adequate. The implementation is planned to take place at the home institution and at seven outposts in Slovenia. Entry requirements and criteria for recognition of skills are defined. Students may be awarded up to 20 % of the credits of the programme. A variety of methods are provided for the assessment of knowledge to monitor own progress and the achievement of learning outcomes and competences. Completion is conditional on the completion of the requirements in all subjects. Upon successful completion of the requirements in all subjects, participants will not be awarded a professional title but a certificate of completion.