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Pogled onkraj statistike: razlogi za razhajanje med zakonodajo, politiko in prakso v zadovoljevanju potreb visoko sposobnih škotskih učencev
Niamh Stack in Margaret Sutherland
Polno besedilo (pdf) | Ogledi: 93 | Napisan v angleščini. | Objavljeno: 29. marec 2015
https://doi.org/10.20419/2014.23.415 | Citati: CrossRef (0)
Povzetek: Razprava o tem, kako najbolje prepoznavati nadarjene učence ter z njimi delati, ima v mednarodnem prostoru dolgo in bogato zgodovino. V nasprotju z državami, v katerih izvajajo posebne programe in imajo tudi posebne učitelje za nadarjene učence, se je Škotska odločila za inkluzivni pristop do obravnave nadarjenih učencev; razvila je zakonski in kurikularni okvir, ki izhaja iz teoretskih spoznanj o izobraževalnih in razvojnih potrebah visoko sposobnih učencev. Kljub splošnim prednostim tega pristopa pa je treba pozornost nameniti temu, da so potrebe teh učencev dejansko prepoznane, obravnavane in uresničene. Škotska vlada zato vsako leto zbere podatke javnih šol. Ti podatki se v skladu z škotsko zakonodajo nanašajo na učence z dodatnimi potrebami, vključno z visoko sposobnimi učenci. Vendar se v teh podatkih pojavljajo določene nepravilnosti, kot na primer nenavadna in nepojasnjena razhajanja v odstotku visoko sposobnih učencev iz različnih geografskih kontekstov. Zato je namen pričujoče študije preučiti potencialne razloge teh nepravilnosti in oceniti smernice za prepoznavanje in delo z visoko sposobnimi škotskimi učenci. Izvedenih je bilo trinajst strukturiranih telefonskih intervjujev s predstavniki lokalnih izobraževalnih oblasti na Škotskem. Cilj teh intervjujev je bil pridobiti natančnejši kvalitativen vpogled v postopke prepoznavanja in dela z visoko sposobnimi učenci v praksi. Iz intervjujev izhaja več zanimivih izsledkov, pomembnih za pojasnitev nepravilnosti in v pomoč pri boljšem razumevanju vsakodnevne prakse. Rezultati so spodbudni, a tudi opozarjajo, da morajo učitelji, pedagoški psihologi, šole in izobraževalne oblasti zagotoviti, da bodo potrebe te skupine učencev dejansko obravnavane.
Ključne besede: popis škotskih šol, nadarjeni, izobraževanje, inkluzija
Citiraj:
Stack, N. in Sutherland, M. (2014). Seeing beyond statistics: Examining the potential for disjuncture between legislation, policy and practice in meeting the needs of highly able Scottish students. Psihološka obzorja, 23, 145–154. https://doi.org/10.20419/2014.23.415
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