1. Awareness of stakeholders about inclusive educationSandeep Berwal, Varuna Tehlan Dahiya, 2025, original scientific article Abstract: This paper examines the level of awareness among stakeholders about inclusive education. The sample comprises thirty school heads, 108 class teachers, fortyfour parents, and twenty-eight School Management Committee members. A thirty-item self-constructed awareness questionnaire was administered for data collection, and the data was analysed using descriptive statistics. Findings indicate that stakeholders are highly aware of inclusive education and that parents are the most aware among all categories of stakeholders. In terms of gender, female stakeholders proved to be more aware than their male counterparts. An influence of educational qualifications on awareness level is visible since stakeholders with a higher level of education demonstrated higher levels of awareness.
Keywords: awareness, inclusive education, stakeholders
Published in DKUM: 08.09.2025; Views: 0; Downloads: 6
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2. Using GRM and PECS for improving reading skills in students with autism spectrum disorderCristian Edgardo Navarro Arana, Daniela Ivon Calderón Joya, Yarly Paola García López, 2024, original scientific article Abstract: This case study analyzed the impact of GRM and PECS on the reading skills of two children with ASD with severity I and II. A descriptive cross-sectional quantitative approach was used with a pre-experimental, pre-test, post-test, and single-group design. The PROLEC-R Battery was applied before and after using the aforementioned strategies to measure students’ reading ability. Results showed that although both participants improved in the initial and lexical reading processes, only the participant with severity I reached a medium reading level. It was concluded that the used methods were successful, but longer exposure to them will likely yield better outcomes.
Keywords: autism spectrum disorder, ASD, global reading method, GRM, inclusive education, picture exchange communication system, PECS, PROLEC-R
Published in DKUM: 29.07.2025; Views: 0; Downloads: 8
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3. Selected Contemporary Research on Special Needs, Giftedness, and Talent in Slovenia2025, scientific monograph Abstract: This monograph covers an extensive array of topics related to special needs, talent, and giftedness in the Slovenian educational system. It consists of twelve insightful chapters written by twenty-three authors, mostly from the University of Maribor's Faculty of Education. Addressing a wide range of professionals, the book examines innovative research and strategies to enhance the support and education of these special populations. The topics covered include speech and language therapy, reading adaptations and adjustments to music lessons for autistic students, the inclusion of children with special needs in folklore, and the identification and support of twice-exceptional students. It also discusses student involvement in school-home cooperation, early identification of mathematically gifted children, musical talent development, dance creativity in kindergarten, multilingual reading to expand vocabulary, and classroom design to encourage artistic expression. Overall, the monograph promotes a better understanding of these populations' specific needs and encourages discussion about creating inclusive, supportive, and effective educational environments.
Keywords: special needs, giftedness and talent, inclusive education, supportive environments, Slovenian education system
Published in DKUM: 13.06.2025; Views: 0; Downloads: 276
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4. Promoting Social Skills in Young Autistic Learners through Story Reading in Inclusive Settings : m. a. thesisTjaša Tomše, 2023, master's thesis Abstract: Using storybooks as a teaching tool has proved an effective teaching and learning technique that aids in developing and enhancing vocabulary, promotes reading and comprehension skills and even fosters social skills in learners with different needs and abilities. Developing and enhancing key social skills is all the more important for learners diagnosed with autism. Autistic learners experience deficits in social interaction and communication, struggle with fear of the unknown, have constant need for sameness, and might encounter sensory hypo- and hypersensitivities. Promoting social skills has been shown to significantly alleviate social difficulties in children with autism, and one of the successful social skills teaching and intervention methods for learners diagnosed with autism is – according to Amy Bohlander et al. and other researchers in the field – storybook reading. The theoretical part of the thesis aims at presenting key features of autistic behavior correlated with the neuroimaging findings on the irregular functioning of certain parts of the autistic brain; addressing effective inclusion strategies for teaching (young) autistic learners enrolled in general education settings, and discussing the characteristics that constitute a potentially appropriate storybook for use with young autistic learners in inclusive story reading lessons. The empirical part provides a descriptive analysis of ten storybooks, which offer a step-by-step guidance on how to cope with (a) socially challenging situation(s) and were not specifically adapted for learners with autism. The results of the storybook analysis have shown that the storybooks are mainly appropriate for promoting social skills in young autistic learners, whereby the number of storybooks classified as fully appropriate equals the number of partially appropriate items. However, to ensure a quality inclusive story reading experience that allows for effective, autism-friendly social skills teaching, the teacher or story reader needs to consider meeting the adaptation requirements for each storybook, irrespective of its classification, and identify the autistic individual´s unique set of weaknesses, enhanced abilities and (anti-)social behavior patterns prior to selecting a storybook for a group story reading.
Keywords: autism, inclusive education, social skills teaching, storybooks, story reading
Published in DKUM: 16.11.2023; Views: 492; Downloads: 38
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5. Communication Challenges in Inclusive Education Faced by Deaf and Non-deaf PeopleOmar Gamal, 2022 Abstract: This is a consolidated report on the work done in Intellectual Output One: Communication Challenges for the Advancing Inclusive Education Through International Sign - InSign project. This report combines and summarises the results obtained in national reports done by project partners from Cyprus, Germany, Greece, Portugal, and Slovenia. This document includes information on national sign languages, support for deaf people and their learning possibilities in different countries. In one section, we will review the status of International Sign in all the partner countries. We have also performed surveys done primarily with students to measure how they perceive deaf people, how they understand sign language and the difficulties deaf face in the education system. In this document, we analyse the data collected across the project partners. Each partner has also performed a guided interview with those most familiar with the deaf community (deaf themselves, educators, interpreters etc.) to help better understand the circumstances and answer some of the questions difficult to find in literature. The Consolidated Report summarises interview findings from national reports with the main takeaways.
Keywords: international sign, sign language, inclusive education, communication challenges, deaf communities
Published in DKUM: 31.01.2022; Views: 916; Downloads: 128
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