Page 133 - Šolsko polje, XXIX, 2018, št. 3-4: K paradigmam raziskovanja vzgoje in izobraževanja, ur. Valerija Vendramin
P. 133
ey challenges in addressing autism in preschool
education – a case study in Slovenia
Maša Vidmar, Manja Veldin, Maja Škrubej Novak and Lucie Milent
Introduction
Policy background
Learning does not begin with compulsory schooling: it starts from
birth. The EU strategic framework for Education and Training 2020
recognises Early Childhood Education and Care systems’ (ECEC)
potential for addressing social inclusion and economic challenges and has
therefore set a benchmark to ensure that at least 95% of children aged be
tween four and the starting age of compulsory education, participate in
ECEC. According to the final report “ECEC for children from disadvan
taged backgrounds”, released by the EU Commission in 2012, participa
tion in ECEC is considered “a crucial factor for socialising children into
formal education”. ECEC is especially beneficial for the most disadvan
taged children, including those on the autism spectrum, whose gains in
cognitive and socio-emotional development are higher than for neuro
typical children. However, according to the report “Support for children
with special educational needs” by the European Commission’s DG for
Employment, Social Affairs and Inclusion (2013), these children tend to
be less represented in ECEC due to the lack of adapted settings. The need
for inclusive education is enshrined in the UN Convention on the Rights
of Persons with Disabilities (2006), which in article 24.2 states that per
sons with disabilities should not be excluded from the general education
system, setting the challenge of allowing education systems to be adapted
to all students. Therefore, improving the ECEC systems by making them
131
education – a case study in Slovenia
Maša Vidmar, Manja Veldin, Maja Škrubej Novak and Lucie Milent
Introduction
Policy background
Learning does not begin with compulsory schooling: it starts from
birth. The EU strategic framework for Education and Training 2020
recognises Early Childhood Education and Care systems’ (ECEC)
potential for addressing social inclusion and economic challenges and has
therefore set a benchmark to ensure that at least 95% of children aged be
tween four and the starting age of compulsory education, participate in
ECEC. According to the final report “ECEC for children from disadvan
taged backgrounds”, released by the EU Commission in 2012, participa
tion in ECEC is considered “a crucial factor for socialising children into
formal education”. ECEC is especially beneficial for the most disadvan
taged children, including those on the autism spectrum, whose gains in
cognitive and socio-emotional development are higher than for neuro
typical children. However, according to the report “Support for children
with special educational needs” by the European Commission’s DG for
Employment, Social Affairs and Inclusion (2013), these children tend to
be less represented in ECEC due to the lack of adapted settings. The need
for inclusive education is enshrined in the UN Convention on the Rights
of Persons with Disabilities (2006), which in article 24.2 states that per
sons with disabilities should not be excluded from the general education
system, setting the challenge of allowing education systems to be adapted
to all students. Therefore, improving the ECEC systems by making them
131
