Page 189 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: učenje in poučevanje na daljavo - izkušnje, problemi, perspektive. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 43
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povzetki ■ summaries
have prepared recommendations for transferring Irish and Portugal prac-
tices to ensure social inclusion in the Slovenian educational context (es-
pecially for students with low socioeconomic status). The methodology of
transferring good practices includes establishing a national expert group,
identifying national challenges, active participation in online study visits,
analyzing eleven good practices from Ireland and Portugal through self-re-
flection and learning diaries, as well as formulating the national adapta-
tion plan. Proposals for strengthening the field of inclusive education are
divided into four priority areas: inclusive orientation and sensitivity to so-
cial inclusion; support for students with low socioeconomic status; teach-
er empowerment; participation, networking of various stakeholders in the
process of supporting students. In this paper, we point out that social inclu-
sion of the most vulnerable groups requires being inclusive in the process
of educational policy transfer, design and implementation. Namely, social
inclusion cannot be understood as a normative category, but as a value that
is thought and implemented by all relevant actors in their work and who
are aware of their responsibility to the most vulnerable groups in society.
Key words: social inclusion, socio-economic status, good practices, project
STAIRS, Slovenia
Medinstitucionalne učeče se skupnosti: metoda
za zagotavljanje mehkega prehoda iz vrtca v osnovno šolo
Mateja Režek, Tina Mervic
V prispevku se osredotočamo na pedagoško kontinuiteto (tj. kontinuite-
to kurikulumov oz. programov, razvojnih ciljev, pedagogike in pedagoških
pristopov), ki smo jo v okviru mednarodnega projekta InTrans – Ensuring
Warm and Inclusive Transitions zagotavljali z oblikovanjem devetih me-
dinstitucionalnih učečih se skupnosti (MUSS) v sedmih okoljih. Za pare
vodij MUSS (strokovna delavka iz vrtca ter strokovna delavka iz osnovne
šole) smo izvedli petdnevno usposabljanje ter jih v procesu akcijskega razi-
skovanja podpirali pri uvedbi MUSS v njihovih okoljih.
Z namenom globljega vpogleda v spremembe v praksi ter z vpogledom v
nadaljnjo implementacijo MUSS v okoljih smo z vodji MUSS po zaključe-
nem ciklu usposabljanj izvedli fokusno skupino. Na podlagi zbranih po-
datkov ugotavljamo, da so MUSS tako pri vodjih kot tudi pri udeleženkah
prinesle več ozaveščenosti o prehodu in o pomenu zagotavljanja mehkega
prehoda. Vodje poročajo, da so se pri delu v paru in vodenju MUSS sezna-
nile z dobrimi praksami, z nekaterimi pogoji dela v drugem zavodu, prav
189
have prepared recommendations for transferring Irish and Portugal prac-
tices to ensure social inclusion in the Slovenian educational context (es-
pecially for students with low socioeconomic status). The methodology of
transferring good practices includes establishing a national expert group,
identifying national challenges, active participation in online study visits,
analyzing eleven good practices from Ireland and Portugal through self-re-
flection and learning diaries, as well as formulating the national adapta-
tion plan. Proposals for strengthening the field of inclusive education are
divided into four priority areas: inclusive orientation and sensitivity to so-
cial inclusion; support for students with low socioeconomic status; teach-
er empowerment; participation, networking of various stakeholders in the
process of supporting students. In this paper, we point out that social inclu-
sion of the most vulnerable groups requires being inclusive in the process
of educational policy transfer, design and implementation. Namely, social
inclusion cannot be understood as a normative category, but as a value that
is thought and implemented by all relevant actors in their work and who
are aware of their responsibility to the most vulnerable groups in society.
Key words: social inclusion, socio-economic status, good practices, project
STAIRS, Slovenia
Medinstitucionalne učeče se skupnosti: metoda
za zagotavljanje mehkega prehoda iz vrtca v osnovno šolo
Mateja Režek, Tina Mervic
V prispevku se osredotočamo na pedagoško kontinuiteto (tj. kontinuite-
to kurikulumov oz. programov, razvojnih ciljev, pedagogike in pedagoških
pristopov), ki smo jo v okviru mednarodnega projekta InTrans – Ensuring
Warm and Inclusive Transitions zagotavljali z oblikovanjem devetih me-
dinstitucionalnih učečih se skupnosti (MUSS) v sedmih okoljih. Za pare
vodij MUSS (strokovna delavka iz vrtca ter strokovna delavka iz osnovne
šole) smo izvedli petdnevno usposabljanje ter jih v procesu akcijskega razi-
skovanja podpirali pri uvedbi MUSS v njihovih okoljih.
Z namenom globljega vpogleda v spremembe v praksi ter z vpogledom v
nadaljnjo implementacijo MUSS v okoljih smo z vodji MUSS po zaključe-
nem ciklu usposabljanj izvedli fokusno skupino. Na podlagi zbranih po-
datkov ugotavljamo, da so MUSS tako pri vodjih kot tudi pri udeleženkah
prinesle več ozaveščenosti o prehodu in o pomenu zagotavljanja mehkega
prehoda. Vodje poročajo, da so se pri delu v paru in vodenju MUSS sezna-
nile z dobrimi praksami, z nekaterimi pogoji dela v drugem zavodu, prav
189
