The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6 to 9) and from regular and special secondary schools (grades 1 to 4) completed the Self-Esteem Questionnaire (Lamovec 1994). For the entire group of D/HH students the results of all self-esteem dimensions, including social, emotional and physical self and confidence, do not differ regarding their gender and level of hearing loss. Furthermore, almost no differences in self-esteem were found in respect to the students’ ages. Relative to the norms of hearing students, D/HH students achieved average results in each self-esteem dimension. D/HH students from regular schools had higher self-esteem in emotional and physical self and confidence than those from special schools. The final grade in Slovene language was an important predictor of D/HH students’ self-esteem in the dimension of confidence.
COBISS.SI-ID: 9840969
When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's knowledge, but is also influenced by the pupil’s behaviour, the teacher's expectations, and finally the relationship established between the teacher and the pupil. This paper contributes answers to the question which of the traits, perceived by teachers, explain the academic achievements of regular pupils and pupils with special needs. Our analysis shows that perceived traits that explain the academic achievement of regular pupils refer to academic as well as social behaviour, disruptive behaviour and self-regulatory behaviour; therefore they cover all areas of perceived traits we studied. In pupils with special needs as a whole and in particular groups of pupils with special needs, the factor which presents disruptive social behaviour proved as insignificant, which consequently means that the academic achievement of pupils with special needs depends more on academic and self-regulatory behaviour, task activity and social inclusion.
COBISS.SI-ID: 9841737
In most countries there is a growing need for teacher awareness and sensitivity to cultural differences, e.g., culturally responsive teaching. This is why teacher education institutions are making significant efforts to require teacher candidates to enrol in courses that focus on understanding, tolerance, and acceptance of differences in others. Determining believes of teacher candidates towards the diversity of pupils at the onset of their studies is critical for providing teacher education that more efficiently challenges implicit beliefs and biases. The main objective in this paper is therefore to determine the initial beliefs of teacher candidates concerning the Roma population, Europe’s largest ethnic minority. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results of the study suggest that most teacher candidates are in favour of schooling Roma pupils in regular schools; however, most of them would not like to have them in their classes. Most teacher candidates are aware of the discrimination against Roma pupils in schools; however, they are not ready to engage in closer interactions with Roma families. The implications of these findings for teacher education programs are subsequently discussed.
COBISS.SI-ID: 10134857
The current legislation presents new challenges for teachers and teacher education in Slovenia. It requires that all pupils in regular schools who can meet the minimal knowledge standards are provided with high quality education. Special attention should be paid not only to pupils with special needs but also to pupils from the lower socio-economic classes and to those whose mother tongue is not Slovenian. Research shows that many teachers are not willing to accept pupils from all vulnerable groups as they do not feel qualified enough to work with them and would like to have more training in this area. Research, however, also shows that the methods of work applied by teachers as well as their attitudes toward vulnerable groups of pupils are indicative of segregation and marginalisation in regular schools and classrooms. For this reason, the Faculty of Education at the University in Ljubljana decided to put more emphasis in its education programmes that have undergone the Bologna reform on educating teachers for working with vulnerable groups of pupils. This paper presents the courses and programmes available at the Faculty of Education in this field and poses the question what type of teacher education is required for teachers being better qualified for working with vulnerable groups of pupils. In other words, how should we train teachers not only to acquire more knowledge about teaching vulnerable groups of pupils but also to become more open and accept differences and be more willing to embrace diversity in the classroom not as a hindrance but rather a challenge.
COBISS.SI-ID: 10414153
The study described in the paper advocates for importance of first-person research techniques and shows their essential role in studying the human experiential landscape. The research, using the elicitation interview technique is presented. The interpretation of the results utilizes the concept of personal epistemologies (developed in the field of educational psychology) as a platform for discourse about two categories: ways of constructing experience and attitudes toward self-inquiry. The paper aims to expand the existing understanding and insights in the field of empirical phenomenological inquiry, providing a novel model with regard to grasping how experience is constructed.
COBISS.SI-ID: 10372937