Inclusive Education for Children with Specific Learning Difficulties: Analysis of Opportunities and Barriers in Inclusive Education in Slovenia

Kavkler, Marija; Babuder, Milena Košak; Magajna, Lidija

doi:10.26529/cepsj.152

Cited by 9 publications

(1 citation statement)

References 7 publications

(4 reference statements)

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“…For several decades, research on SpLDs in education has been based on two perspectives and subsequent models. While the medical/deficit model locates disabilities and barriers within an individual to be met by specialised educational institutions, the social model focuses on SpLDs as socially constructed barriers that can be deconstructed by a change in the environment to meet the needs of all (Kavkler et al, 2015;Kormos, 2017;UNICEF, 2012). Due to its complexity, dyslexia has been described on multiple levels, with the underlying brain mechanisms identified at the biological level, mind and mental processes at the cognitive level, and manifestations such as poor reading and spelling, motion sensitivity, and poor rapid auditory processing specified at the behavioural level (Nijakowska, 2020).…”

Section: Introductionmentioning

confidence: 99%

Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education

Žero

Pižorn²

2022

CEPSj

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The purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students’ beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) teacher beliefs and attitudes, (2) teaching practices, and (3) teacher preparation, which also reflect the main areas of undergraduate and graduate students’ concerns in teaching students with dyslexia and other specific learning difficulties.

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Section: Introductionmentioning

confidence: 99%

Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education

Žero

Pižorn²

2022

CEPSj

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Parenting and teaching styles in relation to student characteristics and self-regulated learning

Žerak,

Juriševič,

Pečjak

2023

Eur J Psychol Educ

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Parents and teachers play a key role in developing students' self-regulated learning (SRL), which is closely linked to academic achievement and acts as a protective factor for students from low socioeconomic backgrounds. Research has shown that authoritative parenting style, parental responsiveness, emotional warmth, behavioural control, and autonomy support are associated with better academic performance. In addition, studies have shown that the quality of the teacher-student relationship plays an important role in the development of SRL. However, there is limited research on the relationship between school and home environmental factors, student characteristics, and SRL, especially in primary school. The present study examined the relationship between parenting styles, teaching styles, student characteristics, and SRL. The sample included 328 ninth-grade students in Slovenian primary schools. SRL, parenting styles, and teaching styles were assessed using student self-reports. Using latent profile analysis, three subtypes of parenting styles (discipline-oriented parenting, democratic parenting, and responsive parenting) and three subtypes of teaching styles (autonomy-supportive teaching, diverse teaching, and directive teaching) were identified. Results indicate that students who perceive autonomy-supportive teaching and responsive parenting styles exhibit higher levels of SRL. Autonomy-supportive teaching was positively associated with student achievement. This study highlights the importance of an authoritative parenting and teaching style for the development of SRL in primary school.

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Parent perspectives on inclusive education in Budapest

Rice

2017

European Journal of Special Needs Education

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Inclusive Education for Children with Specific Learning Difficulties: Analysis of Opportunities and Barriers in Inclusive Education in Slovenia

Cited by 9 publications

References 7 publications

Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education

Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education

Parenting and teaching styles in relation to student characteristics and self-regulated learning

Parent perspectives on inclusive education in Budapest

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