Competence of Slovenian Art Teachers in Working with Pupils with Special Educational Needs

Autor/inn/en	Rihter, Janja; Kosak Babuder, Milena; Selan, Jurij
Titel	Competence of Slovenian Art Teachers in Working with Pupils with Special Educational Needs
Quelle	In: Educational Studies, 49 (2023) 4, S.628-643 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rihter, Janja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2021.1873740
Schlagwörter	Foreign Countries; Art Teachers; Competence; Special Needs Students; Special Education; Elementary School Teachers; Secondary School Teachers; Barriers; Blindness; Visual Impairments; Self Evaluation (Individuals); Autism Spectrum Disorders; Identification; Problems; Student Needs; Adjustment (to Environment); Academic Accommodations (Disabilities); Slovenia + Suchen Sie Ihr Suchwort? Ausland; Art teacher; Kunsterzieher; Kunsterzieherin; Kompetenz; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Blindheit; Visual handicap; Sehbehinderung; Autism; Autismus; Identifikation; Identifizierung; Problemsituation; Slowenien
Abstract	Comparisons of performance in the Slovenian national assessment of knowledge at the end of primary school show lower results for pupils with special educational needs (SEN) in all school subjects and in arts education. Several authors highlight the hardships teachers face when working with pupils with SEN. Therefore, in the study we analysed the self-evaluation of competence for working with pupils with SEN among Slovenian art teachers in primary and secondary schools. The results show that the biggest challenges for Slovenian art teachers are the blind and visually impaired pupils and pupils with autistic disorders. They often offer the pupils adjustment in terms of achieving psychomotor goals. However, they are less able to identify pupils' problems in the socio-emotional sphere and to use adjustment in relation to specific groups of pupils with SEN. Our research provides an insight into practice and thus a basis for further research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01