Affiliation:
1. University of Ljubljana, Slovenia
Abstract
The article discusses results of a study that evaluated university students’ competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations depending on students’ average grades and whether students have experience working in inclusive settings. A questionnaire was developed that consisted of seven questions related to independent variables (e.g., average grade, experience with working in inclusive settings) and six open-ended questions related to a real-life situation. The results indicate that most students understand at least the basic elements of the broader definition of inclusion and can provide some ideas for improvement of practice. Interestingly, students’ grades do not seem to be a decisive factor, but field experience does play a role in students’ competencies related to inclusive education.
Funder
Javna Agencija za Raziskovalno Dejavnost RS
Subject
General Social Sciences,General Arts and Humanities
Cited by
3 articles.
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