Evaluating Future School Counselors’ Competences for Inclusive Education
The article discusses results of a study that evaluated university students’ competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, anal...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2018-11-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244018811406 |
| _version_ | 1818172901139939328 |
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| author | Jasna Mažgon Katja Jeznik Klara Skubic Ermenc |
| author_facet | Jasna Mažgon Katja Jeznik Klara Skubic Ermenc |
| author_sort | Jasna Mažgon |
| collection | DOAJ |
| description | The article discusses results of a study that evaluated university students’ competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations depending on students’ average grades and whether students have experience working in inclusive settings. A questionnaire was developed that consisted of seven questions related to independent variables (e.g., average grade, experience with working in inclusive settings) and six open-ended questions related to a real-life situation. The results indicate that most students understand at least the basic elements of the broader definition of inclusion and can provide some ideas for improvement of practice. Interestingly, students’ grades do not seem to be a decisive factor, but field experience does play a role in students’ competencies related to inclusive education. |
| first_indexed | 2024-12-11T19:19:58Z |
| format | Article |
| id | doaj.art-7ec0b36d33eb4a7faf3a043c695f284b |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-12-11T19:19:58Z |
| publishDate | 2018-11-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-7ec0b36d33eb4a7faf3a043c695f284b2022-12-22T00:53:32ZengSAGE PublishingSAGE Open2158-24402018-11-01810.1177/2158244018811406Evaluating Future School Counselors’ Competences for Inclusive EducationJasna Mažgon0Katja Jeznik1Klara Skubic Ermenc2University of Ljubljana, SloveniaUniversity of Ljubljana, SloveniaUniversity of Ljubljana, SloveniaThe article discusses results of a study that evaluated university students’ competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations depending on students’ average grades and whether students have experience working in inclusive settings. A questionnaire was developed that consisted of seven questions related to independent variables (e.g., average grade, experience with working in inclusive settings) and six open-ended questions related to a real-life situation. The results indicate that most students understand at least the basic elements of the broader definition of inclusion and can provide some ideas for improvement of practice. Interestingly, students’ grades do not seem to be a decisive factor, but field experience does play a role in students’ competencies related to inclusive education.https://doi.org/10.1177/2158244018811406 |
| spellingShingle | Jasna Mažgon Katja Jeznik Klara Skubic Ermenc Evaluating Future School Counselors’ Competences for Inclusive Education SAGE Open |
| title | Evaluating Future School Counselors’ Competences for Inclusive Education |
| title_full | Evaluating Future School Counselors’ Competences for Inclusive Education |
| title_fullStr | Evaluating Future School Counselors’ Competences for Inclusive Education |
| title_full_unstemmed | Evaluating Future School Counselors’ Competences for Inclusive Education |
| title_short | Evaluating Future School Counselors’ Competences for Inclusive Education |
| title_sort | evaluating future school counselors competences for inclusive education |
| url | https://doi.org/10.1177/2158244018811406 |
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