Background Research was conducted, within the framework of the International Family Quality of Life Project, on the quality of life of families with a member who has a disability.We concentrated on the nine specific domains that the family life measure used, and recorded data from five of its six measurement dimensions: Importance, Opportunities, Initiative, Attainment and Satisfaction. Method The sample consisted of 20 families from Slovenia with children who have intellectual or developmental disabilities. The data were collected using the Family Quality of Life Survey-2006. Results Except for Community Interaction, the other domains (Health, FinancialWell-Being, Family Relations, Support from Others, Support Services, Influence of Values, Careers, Leisure and Recreation) show statistically significant differences among the five dimensions measured. Importance was rated highest, and Attainment and Opportunities were rated lowest, while Initiative and Satisfaction were evaluated lower than Importance but higher than Attainment and Opportunities. Among the domains of family life, Family Relations was evaluated the highest from the perspective of all five dimensions. Conclusions The family members rated Importance high for all of the quality of family life domains, but it appears from the lower Opportunities scores that their opportunities are limited; this may result in fewer possibilities for attaining a better quality of life. The results of our research are useful to Slovene researchers who work in the areas of special pedagogy and rehabilitation, politicians, nongovernmental organisations and social services. The quality of life of families with children with disabilities, their empowerment and their inclusion into community life should be significantly enhanced when consideration is given to all the family members' support and service needs.
The purpose of the article is to show the results of empirical research on the prevailing teaching strategies for teaching contents of the subject environmental studies (specifically when dealing with natural content) in the first triennium of the nine-year primary school in the Republic of Slovenia. The information was obtained through a survey of 141 teachers from 60 randomly selected primary schools in the Republic of Slovenia. We found that teachers use different teaching strategies as students gain knowledge through experience, participation in education, they express their opinion, views, solve simple problems and explore. Such notice shall then direct the transmissions to the transaction and transformation, which was an important objective of the reform of the subject.
Developing reflective teachers who will be committed to their professional mission and whose own development will represent a value is an important objective of the professional training of future teachers. This article deals with an evaluation of the module of instruction in teacher training that was directed at raising students' awareness of the importance of reflecting on their pedagogical work and their overall professional activity. The module focused on the acquisition of skills for thoughtful activity in pedagogical practice and the development of a positive attitude to lifelong teacher education. The main aim of the study was to assess studentsʼ conceptions of instruction, in particular from the perspective of studentsʼ perceptions of the importance and influence of learner-centred methods targeting didactical competencies