Povzetek
V strokovnem članku so predstavljeni razvoj, uporaba in trenutno stanje na področju bimodalno- bilingvalnega izobraževanja v šolah v Sloveniji v primerjavi z drugimi evropskimi državami. Naredili smo pregled trenutno objavljene bimodalno-bilingvalne literature in učnih vsebin Zveze gluhih in naglušnih Slovenije. Uporabnost trenutnega stanja bimodalno-bilingvalnega izobraževanja v Sloveniji smo podkrepili in primerjali z 39 evropskimi državami. Podatke smo pridobili iz ugotovitev raziskovalnega projekta DE-Sign Bilingual Erasmus+, ki so bile objavljene septembra 2016. Ugotovitve kažejo, da se Slovenija lahko primerja z drugimi evropskimi državami. Ugotovljeni sta bili dve pomanjkljivosti, in sicer odnos do učencev, ki imajo v ušesih prilagojeno slušno napravo. Le-ti niso deležni posebnih prilagoditev, ki bi jih morda potrebovali pri posameznih učnih procesih. Kot druga pomanjkljivost pa je izpostavljen finančni položaj države oz. pomanjkanje sredstev. Pozitivna plat ugotovitev je, da je v državnih šolah na voljo tolmač, in sicer tudi do 5 ur na teden.
Abstract
Development and Documenting of Bimodal-Bilingual Education in Schools in Slovenia in Comparison with EU Countries
This scientific paper presents the development, use and current state of the bimodal-bilingual education in schools in Slovenia compared with other European countries. The usefulness of the current state of bimodal-bilingual education in Slovenia is corroborated and compared to 39 European countries. Data were obtained and established from a recent research project DE-Sign Bilingual Erasmus+, which was presented in September 2016. The findings show that Slovenia can be compared with other European countries. There were two weaknesses: 1) the attitude towards students who have hearing aids. They may not receive the special adjustments that might be needed in individual learning processes. 2) The second disadvantage stressed by the findings is the weak financial situation of the Republic of Slovenia, i.e. the lack of financial resources. The positive side of the findings is that in spite of that an interpreter is available in public schools up to five periods per week.