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2. When giftedness masks need : systemic support and organizational conditions for twice-exceptional studentsVanja Riccarda Kiswarday, Tamara Rudolf, Mojca Kukanja-Gabrijelčič, 2026, izvirni znanstveni članek Opis: This study investigated the identification, understanding, and support of twice-exceptional students—learners demonstrating above-average abilities alongside learning, emotional, or behavioural challenges—in Slovenian primary schools, with a focus on systemic and organizational conditions shaping support practices. A cross-sectional quantitative study was conducted using an online survey administered to 115 educational professionals, including classroom teachers, special education teachers, inclusive pedagogues, and school counsellors. Data were analyzed using descriptive and inferential statistical methods. Findings indicate that cognitive characteristics of twice-exceptional students are most consistently recognized, whereas socio-emotional and behavioural traits are frequently underestimated. Approximately 50–60% of students remain unidentified, primarily due to insufficient professional training, limited diagnostic tools, and fragmented institutional coordination. Current support practices focus predominantly on remediating learning difficulties, while fostering students’ strengths remains inconsistent. Participants emphasized the need for structured professional development, clearer administrative guidelines, strengthened interdisciplinary collaboration, and more coherent institutional frameworks. The results highlight the importance of systemic and organizational capacity-building in establishing comprehensive, strengths-based support systems, including early identification procedures, differentiated instruction, inter-professional coordination, and the development of national policy guidelines and diagnostic instruments to promote the full potential of twice-exceptional students.
Ključne besede: twice-exceptional students, systemic support, inclusive education, student identification, professional development, differentiated instruction
Objavljeno v RUP: 30.06.2026; Ogledov: 200; Prenosov: 6
 Celotno besedilo (309,80 KB)
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10. Razvoj inkluzije najmlajših : pomen vzpostavljanja oddelkov s prilagojenim programom pod okriljem rednih vrtcevVanja Riccarda Kiswarday, Kristina Mars, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: Zagotavljanje čim zgodnejše, strokovnejše in celostnejše obravnave otrok s posebnimi potrebami in njihovih družin v njihovi lokalni skupnosti ter ob prisotnosti njihovih vrstnikov je temeljna vrednota inkluzivne družbe, ki jo izpostavlja tudi Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami (ZOPOPP) (2017). V tem duhu sta smiselna spodbujanje vzpostavljanja oddelkov s prilagojenim programom za predšolske otroke (v preteklosti poimenovani kot razvojni oddelki) pod okriljem rednih vrtcev in omogočanje otrokom ter družinam, da ostajajo povezani s svojim okoljem in vrstniki. V prispevku predstavljamo nekatere pogoje za vzpostavitev oddelkov s prilagojenim programom ter rezultate empirične raziskave, s katero smo želeli s sodelovanjem strokovnih delavcev, ki so zaposleni v oddelkih s prilagojenim programom v rednih vrtcih, dobiti vpogled v njihovo doživljanje delovanja teh oddelkov. S pomočjo ankete, ki jo je rešilo 60 strokovnih delavk, in poglobljenih intervjujev s štirimi izmed njih smo ugotovili njihovo naklonjenost tovrstnemu vključevanju, hkrati pa tudi deloma nezadovoljive pogoje. To nas zavezuje k povečanju skrbi za ekosistemski razvoj pogojev za uspešno inkluzijo najmlajših.
Ključne besede: inkluzija, predšolski otroci s posebnimi potrebami, razvojni oddelek, prilagojen program predšolske vzgoje, pogoji
Objavljeno v RUP: 13.01.2026; Ogledov: 646; Prenosov: 13
Celotno besedilo (136,71 KB)
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