Master’s studies

2 (druga)

8 (8)




10 ECTS 120 ECTS

mag. prof. inkl. ped.
magister profesor inkluzivne pedagogike
magistrica profesorica inkluzivne pedagogike

Master of Arts

01 – Education

0111 – Education science

5 – Social Sciences

izr. prof. dr. TINA VRŠNIK PERŠE

Text about acceptance

The study program was first accredited on 18 October 2012.

Advancement criteria of a study programme

To advance to the 2nd year of the second level study program of Inclusion in Education, a student must achieve 45 ECTS (75% ECTS) out of 60 ECTS for the first year of the study program.

Study advancement options

Graduates may continue their studies in 3rd level study programs.

Employment possibilities

Professions that a graduate could pursue are: • teacher for additional professional help • mobile teacher for additional professional help • professional worker in crisis centres, associations and institutes • counsellor for special needs in private institutions • professional worker in counselling centres • professional worker in (preventive) programs • professional worker for the field (one or more) • teacher (class or subject levels with additional knowledge in the field of special needs) • educator (student dormitory, educational institution) • teacher at the Centre for School and Extracurricular Activities • counsellor.

Main study programme objectives

First, to improve the quality of study of educational professions. According to the European Commission and its Directorate-General for Education and Culture, teacher education is key to achieving objectives of the Lisbon Strategy. Knowledge-based societies depend on the availability of highly qualified educational professionals that can put the planned reforms into practice. Thus, higher education institutions are responsible for preparing students for new challenges, one of which is effective and responsible action and teaching in inclusion. Second, promoting the development of inclusion. The inclusive paradigm brings very big changes in the field of education in general and is the leading paradigm and concept of education nowadays. The regular part of the educational system is gradually being opened at all levels for children with special needs (hereinafter referred to as CSN). It is necessary to change the key elements for the realization of inclusion, one of which is certainly education of staff in preschool, primary and secondary education. Third, knowledge of graduates to adapt to the situation in the school system i.e. the needs in schools and kindergartens, where there is an increasing number of CSNs, and teachers and educators do not feel competent enough to work in an inclusive environment, which has been confirmed by analyses and studies conducted internationally as well as in Slovenia. Data shows that as much as 93.1% of additional professional assistance for students with special needs in secondary schools is provided by teachers themselves who are not professionally qualified for this kind of task, and only 5.5% by other professionals and 1.4% by mobile special pedagogical service (Analysis of CSN education in Slovenia, 2010). Fourth, the acquisition of specialized knowledge to operate in the chosen field. Future teachers, educators, teacher practitioners and others will deepen their knowledge in the field of special needs, inclusion work and interdisciplinary teams. Through new approaches to teacher education, the program aims to achieve a broader awareness and understanding of learning, social and emotional problems of children/adolescents with different types of special needs that may affect learning and development of problem management strategies. The program will provide broad professional theoretical and practical knowledge about working with children with special needs, gifted children and children from different socio-cultural backgrounds, useful learning strategies and ways of planning and evaluating educational work in this field. The study program includes modern methods of learning and teaching such as group discussion, problem-based learning, individual presentations, distance learning, project teamwork, case studies, lectures and individual theoretical and empirical research. Students learning outcomes are examined by active participation of students in seminars and fieldwork, practical work, written and oral examination and assessment of knowledge, preparation of project assignments, production of other written works, participation in research and application projects and master’s thesis.

General competences of graduates, gained at a study programme

A candidate will obtain the following general competencies through their studies: • in-depth ability to analyse, synthesize and anticipate solutions and consequences in the field of working with students with special needs, • mastering the research methodology for needs of the inclusive education, • ability to interdisciplinary content integration, • ability to meaningfully implement the acquired knowledge in practice, • development of critical and self-critical judgment in work in classes involving children with special needs, • ability to participate in various professional teams and lead and organize work, • organizing and promoting successful learning, • developing tolerance and flexibility in the school environment, compliance with ethical norms and professional code, • proactivity and autonomy in professional work and creation of new knowledge • mastering communication skills at various levels of interaction (with children, adolescents, adults, parents, professionals), • ability to self-reflect and commit to professional ethics, ability to recognize and solve moral and ethical dilemmas and problems, • cooperative orientation in different groups with users and other groups, • ability to work in an inclusive environment, • continuous professional development, • identifying untapped opportunities to raise quality.

Subject specific competences of graduates, gained on a study programme

A candidate will obtain the following subject-specific competencies through their studies: • Knowledge of the concept of inclusion and key factors that enable effective learning and teaching of all students. • Ability to identify students with special needs and help guide them to appropriate programs of the educational institution. • Ability to plan individualized and differentiated activities in the classroom (group), involving each individual in order to facilitate and encourage the learning process. • Selection and implementation of appropriate approaches, methods, work strategies and adjustments according to specific needs of the individual. • Ability to adapt work, teaching aids and materials for students with special needs (hereinafter SSN). • Leading and organizing individual and group educational counselling work for students with SN and their families. • Encouraging and developing socio-emotional learning. • Supporting and developing cooperation, tutoring and assistance among students in order to improve learning, interpersonal relationships and greater acceptance of individual differences. • Pedagogical leadership of the class, group, individuals. • Ability to cooperate and work in teams with other teachers and professionals involved in the educational process with SSN. • Ability to design a comprehensive assessment of the needs of SSNs and use appropriate procedures, methods and techniques for preparation and implementation of individualized programs. • Ability to identify and analyse obstacles, barriers, available resources and proactive problem-solving. • Autonomous implementation and participation in research and creation of new knowledge, development of new practices. • Knowledge of methods of reflection and ability to use for their own professional development and development of the profession. • Support and cooperation with families of SSNs. • Evaluation, critical evaluation of educational work with SSNs, existing practices, policies and research of the educational institution for SSNs. • Understanding and mastering strategies for working with SSNs (preventive, compensatory, personal and socially integrative). • Understanding the importance of pluralism, multiculturalism and marginalized groups in modern society and specific cultures. • Knowledge and recognition of different needs of students in a multicultural environment. • Knowledge of basic strategies for overcoming various peculiarities of multicultural environments (linguistic diversity, literacy, cooperation with parents). • Developing students’ skills for lifelong learning (learning to learn, Information and communication technology). • Developing one’s own professionalism, knowledge and understanding in the field of inclusive pedagogy.

Access requirements

Those who have completed the following may enrol in the 2nd level study program of Inclusion in Education: 1. first level study program in the relevant professional fields: in the field of Educational Sciences and Teacher Education (01); 2. first level study program in the fields of: psychology (0313), social work and counselling (0923), Slovene language (0232), foreign languages (0231), mathematics (0541), history (0222), geography (0314), sociology (0314), philosophy (0223), biology (0511), chemistry (0531), physics (0533), if before enrolment the student completed study obligations that are essential for continuing studies and comprise at least 31 ECTS in the following subjects: pedagogy (7 ECTS), special pedagogy (5 ECTS), pedagogical psychology (3 ECTS), developmental psychology (6 ECTS), didactics (5 ECTS) and methodology of pedagogical research (5 ECTS), and the candidate was able to complete them during their previous studies or by taking differential exams before enrolling in a master’s degree program; 3. University study program, adopted before 11 June 2004, in the relevant professional fields: study program in the field of Educational Sciences and Teacher Education (01). Applicants may be awarded up to 60 ECTS; 4. University study program in other professional fields, adopted before 11 June 2004, in the fields of: psychology (0313), social work and counselling (0923), Slovene language (0232), foreign languages (0231), mathematics (0541), history (0222), geography (0314), sociology (0314), philosophy (0223), biology (0511), chemistry (0531), physics (0533), if the candidate has completed pedagogical and andragogical education in accordance with ZOFVI, Article 100 (Official Gazette of the Republic of Slovenia 16/2007). Applicants may be awarded up to 30 ECTS; 5. higher professional study program adopted before 11 June 2004 in the field of education of preschool teachers (0112); Candidates who have completed equivalent comparable education abroad and enrol under the same conditions as candidates who have completed their education in Slovenia also meet the conditions for enrolment. Before enrolling in a study program, they must complete the process of recognizing their education for the purpose of continuing their studies.

Selection criteria in the event of limited enrolment

When selecting candidates for enrolment in the 2nd level study program of Inclusion in Education, the average grade of completed studies is taken into account, which is a condition for enrolment: Average grade: 100%.

Transfer criteria between study programmes

According to the criteria for transitions, candidates enrolled in study programs in the following fields are eligible to transition to the 2nd level study program for Inclusion in Education: inclusive pedagogy, special and rehabilitation pedagogy, pedagogy of specific learning difficulties, which ensure the acquisition of comparable competencies, according to the recognition criteria, at least half of the ECTS obligations from the first study program, which relate to the compulsory subjects of the second study program, are recognized. Depending on the scope of recognized obligations from the first study program in the Republic of Slovenia or abroad, a student may enrol in the same or higher year in the study program of Inclusion in Education. In the process of recognition, students are identified as having already completed their study obligations, if they can be fully or partially recognized, and are given study obligations that they must complete if they wish to complete their studies under the new study program.

Criteria for completing the study

A person who completes all the obligations defined by the study program completes their studies.