Approaches to Inclusive Education in Slovenia from a Comparative Angle.

Many countries change their education systems in order to make them more inclusive. Yet, the way inclusion is understood and implemented, varies greatly. This paper describes key elements of inclusive policy in Slovenia. The policy is evaluated against Haug's three stages of the development of the concept of inclusion and Opertti, Walker and Zhang's four core approaches that prevail in the international arena. Research method adopted is document analysis. The analysis builds on Olivera's concept of the second-degree use of the comparative data. The findings indicate that Slovenian policy primarily reflects a human rights-based understanding of inclusion, focused on students with special needs. The author aims to provide a foundation for further comparative research on inclusion. [ABSTRACT FROM AUTHOR]

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