Page 135 - Šolsko polje, XXIX, 2018, št. 3-4: K paradigmam raziskovanja vzgoje in izobraževanja, ur. Valerija Vendramin
P. 135
vidmar et al. ■ key challenges in addressing autism in preschool education ...
On the website of Strokovni center za avtizem (in English:
Professional Centre for Autism) (2018), it is stated that autism is steadi
ly increasing in the population, but it is not yet known why. In Slovenia,
there is no register of people with ASD, but foreign epidemiological stud
ies estimate that the incidence of autism is 1:100, although it was once be
lieved to be rare. Autism spectrum disorder is diagnosed four times more
often in males than in females (APA, 2013).
Autism in preschools and schools: Slovenia
In Slovenia, children with autism were identified as children with spe
cial needs for the first time in the act “Zakon o usmerjanju otrok s poseb
nimi potrebami” (2011), which was put into action in 2013. According to
national data from the Ministry of Education, Science and Sport (n.d.),
pre-school children with ASD usually have additional disorders. In 2015,
only two pre-school children with a “special education needs guidance or
der” exclusively for the autism spectrum disorder were enrolled in regular
departments, and 208 of those with multiple disorders identified (out of
728 children with a special education needs guidance order). In the school
year 2015/16, data shows that there were 105 pupils with ASD enrolled in
regular classes in primary schools, a year later 126 and this year’s school
year 168. This represents 1% to 1.5% of pupils with special needs.
In Slovenia, most children with special needs, including children
with ASD, attend regular departments in kindergartens and schools.
Although children and pupils with ASD represent a relatively small
proportion within students with special needs (Ministry of Education,
Science and Sport, n.d.), due to their specific problems and proper treat
ments, their involvement in the educational process in kindergartens and
schools is often difficult in practice. Many teachers report elevated lev
els of stress when working with children with emotional disturbance or
students who have behavioural issues secondary to their primary disabil
ities (e.g. autism) (Zhang, Wang, Stegall, Losinki and Katsiyannis, 2017).
However, high pedagogical quality in early childhood education and care
is related to developmental outcomes in young children (Egert, Fukkink
and Eckhrardt, 2018) (for instance: improved social skills, language and
literacy skills, see also European Commission, 2011).
Early interventions, along with already mentioned positive effects,
result in a decrease of maladaptive behaviours and symptom severity in
children with ASD (Rogers and Vismara, 2008).
133
On the website of Strokovni center za avtizem (in English:
Professional Centre for Autism) (2018), it is stated that autism is steadi
ly increasing in the population, but it is not yet known why. In Slovenia,
there is no register of people with ASD, but foreign epidemiological stud
ies estimate that the incidence of autism is 1:100, although it was once be
lieved to be rare. Autism spectrum disorder is diagnosed four times more
often in males than in females (APA, 2013).
Autism in preschools and schools: Slovenia
In Slovenia, children with autism were identified as children with spe
cial needs for the first time in the act “Zakon o usmerjanju otrok s poseb
nimi potrebami” (2011), which was put into action in 2013. According to
national data from the Ministry of Education, Science and Sport (n.d.),
pre-school children with ASD usually have additional disorders. In 2015,
only two pre-school children with a “special education needs guidance or
der” exclusively for the autism spectrum disorder were enrolled in regular
departments, and 208 of those with multiple disorders identified (out of
728 children with a special education needs guidance order). In the school
year 2015/16, data shows that there were 105 pupils with ASD enrolled in
regular classes in primary schools, a year later 126 and this year’s school
year 168. This represents 1% to 1.5% of pupils with special needs.
In Slovenia, most children with special needs, including children
with ASD, attend regular departments in kindergartens and schools.
Although children and pupils with ASD represent a relatively small
proportion within students with special needs (Ministry of Education,
Science and Sport, n.d.), due to their specific problems and proper treat
ments, their involvement in the educational process in kindergartens and
schools is often difficult in practice. Many teachers report elevated lev
els of stress when working with children with emotional disturbance or
students who have behavioural issues secondary to their primary disabil
ities (e.g. autism) (Zhang, Wang, Stegall, Losinki and Katsiyannis, 2017).
However, high pedagogical quality in early childhood education and care
is related to developmental outcomes in young children (Egert, Fukkink
and Eckhrardt, 2018) (for instance: improved social skills, language and
literacy skills, see also European Commission, 2011).
Early interventions, along with already mentioned positive effects,
result in a decrease of maladaptive behaviours and symptom severity in
children with ASD (Rogers and Vismara, 2008).
133
