Inclusive Pedagogics




Name of Study Programme:


Type of Study Programme:

Master's study programme, second cycle


2 years

Number of Credit Points (ECTS):


Mode of study:


Place of study:Koper

Professional title awarded :

Magister/magistrica profesor/ profesorica inkluzivne pedagogike


 The basic aim of the programme is:

  • To educate a widely qualified expert who will be able to recognise individuals with particularities in their development and education and master different approaches, methods, techniques and strategies for direct work and active inclusion of individual learners into social environment;
  • To raise the students’ awareness of the complexity of the notion of inclusion and about the need for integration of various kinds of knowledge in terms of interdisciplinarity and trans-disciplinarity as well as for capabilities and competences for a comprehensive treatment of individuals;
  • To develop the sensitiveness for the needs of individuals and of their relatives as well as for ethic behaviour;
  • To develop positive expectations in relation with the development potentials, aims and social integration;
  • To raise the students’ awareness of the significance of permanent professional and personal development of experts through reflection of theoretical knowledge as well as of practical experience;
  • To develop the abilities of acquiring data with the help of in-depth theoretical study and of independent empirical research as well as through systematic analysis and critical judgment of one’s own experiential practice, both transitional and compulsory practice during the course of studies;
  • To develop the ability of studying and critically evaluating empirical research models in education, particularly in the light of the roles of investigating otherness and of the student as researcher and future practitioner.


General competences acquired in the programme

  • Ability to develop inclusive culture, to put inclusive practice in place and to influence inclusion policy;
  • Understanding the relationships between educational institutions and social environment;
  • Ability to assessment and critically evaluate the existing practice, policies and research in the education of learners exhibiting otherness,  and of inclusion;
  • Ability of using adequate procedures, methods and techniques for the preparation and implementation of individualised programmes;
  • Interdisciplinary integration of contents;
  • Selection of adequate approaches, methods, techniques and working strategies in relation to specific needs of individuals;
  • Work with parents, families, relatives and guardians in terms of informing, educating, counselling and giving support;
  • Providing support in self evaluation, in trusting in one’s own strengths and developing positive expectations;
  • Capability of recognising and solving moral and ethical dilemmas and problems: acting with respect and paying due regard to human rights, integrity and dignity of each individual;
  • Ability to organise such forms of active and independent learning that will train individuals for successful learning;
  • Ability of establishing and maintaining partnership relations with customers and other participants;
  • To use adequate methods of research and development of practice (area of work), for example case study, action research, etc.,
  • To aply the knowledge of special pedagogy  to working with children with special needs;
  • Pedagogic leadership of a class and/or of a group;
  • Ability to accept individuals’ interests and using inner motivation of individuals for the development of necessary skills;
  • Ability to create expectations for each learner in relation to his/her abilities and skills;
  • Ability of individualised and differentiated planning of activities in class (group) that includes each individual;
  • Ability to adapt teaching aids, materials, etc. to individuals;
  • Developing flexibility and tolerance;
  • Capability of critical reading in the area of development, cognition and contextual processes that co-create education of learners exhibiting otherness and inclusion both at the level of a group and individuals;
  • Ability of analysing and critical judgement of pedagogical practices and materials from the area of inclusive education;
  • Ability of independent  work, guided independent work and team work;
  • Ability of planning and implementing projects respecting the agreed deadlines as well as of presenting one’s own achievements and findings in different forms.


Subject specific competences acquired in the programme:

  • Knowledge and implementation of different forms of cooperation with colleagues, leadership and wider social environment as well as developing skills of establishing partnership with parents, families and environment;
  • Developing skills for team work and strategic acting;
  • Learning the concept of advocacy; 
  • Sensitiveness/openness to people and for social situations;
  • Developing ethics and responsibility;
  • Considering environment and each and every individual included in education;
  • Mastering individual and team educational and advisory work,
  • Pedagogical leadership of class, group or individuals;
  • Understanding causes and consequences of social inclusion and exclusion; 
  • Understanding learning as a process organised in such way that theoretical knowledge and the needs of participants are taken account of;
  • Knowledge of activating the participants’ self regulation mechanisms ;
  • Knowledge of strategies for encouraging development in individual areas and encouraging social and other skills also in the weakest areas of children’s development;
  • Knowledge of recognising and adjustment of work to pupils with different abilities in different areas;
  • Developing criticism and reflectiveness as well as developing reflective practitioner’s strategies;
  • Ability of self-reflection and of planning changes as well as work on oneself (introspection, auto-reflection, self-evaluation); 
  • Developing the competences of observing and counselling;
  • Knowledge of research work rules;
  • Developing abilities of critical judgement of data and of giving them sense, etc.

 (Subject specific competences are stated more in detail in individual course syllabi.)



In year 1 the student concludes 10 courses: 8 compulsory (48 CP) and 2 elective subjects (12 CP). The elective subjects can be selected from the offer of internally or externally elective subjects. 

In year 2 the student concludes 2 compulsory subjects (12 CP), 1 elective subject (6 CP), research work (6 CP), practical training (6 CP) and gets ready for the defence of the master's thesis (30 CP).

The second cycle study programme Inclusive Pedagogy has been conceived as a two year master’s study. Students have to accumulate 120 CP (ECTS) in order to complete it successfully. In each year of their studies the students can accumulate 60 CP.



Course syllabus


Access requirements:

 The first year of the second cycle study programme “Inclusive Pedagogics” can be entered by the candidates who have completed:

 a)       First cycle study programme in a corresponding scientific area (educational sciences, pre-school teaching, primary school teaching, pedagogics, psychology, defectology);

 b)       First cycle study programme in other professional areas if prior to entry the candidate has completed study requirements essential for the continuation of studies that correspond to 30 credit points in the subject areas of pedagogics, pedagogical psychology, psychology of personality, special pedagogics and pedagogical research; whether the candidate has concluded them during the first cycle studies, within further training programmes or by passing exams prior to entry to the master’s study programme; exceptionally – subject to decision taken by the responsible commission of the Senate of the UP PEF, on the basis of the candidate’s application – candidates can be allowed  to conclude the above mentioned requirements after the entry, but no later than before enrolling the second year of master’s studies;

 c)      Undergraduate professional study programme Pre-School Teaching, adopted before 11 June 2004;

 d)     Another undergraduate professional and academic study programme, adopted before 11 June 2004, if the candidate has stisfied all study requirements essential for the continuation of studies that correspond to 30 credit points from the subject areas of pedagogics, pedagogical psychology, psychology of personality, special pedagogics and pedagogical research; whether the candidate has concluded them during the higher education professional studies or in a university study programme, within further training programmes or by passing examinations prior to entry into the Masters Study Programme; exceptionally – subject to decision taken by the responsible commission of the Senate of the UP PEF on the basis of the candidate’s application – candidates can be granted passing the above mentioned obligations after the entry, but no later than before enrolling the second year of master’s studies;

In case of limited entry precedence is given to the candidates with higher grades (average grade, graduate thesis grade) from the first cycle / undergraduate studies.


Enrolment according to criteria for transfer:

Treated as transfer between study programmes is giving up education in a study programme enrolled into by a student and continuing education in a new programme when part of the study requirements or all the requirements the student has satisfied in the first programme are recognized as satisfied in the second programme.

A student can transfer from one into another study programme.

The following criteria apply in case of transfer between programmes:

  • Meeting the requirements for enrolment into the new study programme;
  • The number of study places available;
  • The number of study years or semesters in the previous study programme for which the student has satisfied all the requirements and can be recognized partly or as a whole.


Transfer between study programmes is possible if the transfer takes place between study programmes of the same degree of education, i.e. between second cycle study programmes. 

Individual requests for transfer are dealt with by the authorized commission – the Commission for Study Affairs of the UP PEF. In determining any additional study requirements the candidate's previously concluded study programme is taken account of by the commission, the decision is approved by the Senate of the UP PEF conforming to the Law and criteria determined by the Higher Education Council of the Republic of Slovenia.

To graduates from similar study programmes approved before 11 June 2004 (‘pre-Bologna programmes’) recognition of study requirements in the extent of up to 60 CP can be granted, which means in certain cases they can enrol in year 2.

 According to criteria for transfer candidates can enrol in year 2: 

 a)   From second cycle study programmes in similar professional fields: psychology, pedagogics, defectology, primary school teaching, early learning;

 b)   As graduates from university study programmes in the corresponding professional fields (primary school teaching, psychology, pedagogics, defectology), approved before 11 June 2004.

 Candidates must satisfy the enrolment conditions for the program into which they transfer. If necessary, the Commission for Study Affairs of the UP PEF determines the requirements to be satisfied before enrolment for each candidate separately.



With their broad professional profile, the graduates can get employment and perform the tasks of:

  • Providing additional professional support to and adapting to the children with special needs in pre-school, primary schools, vocational and technical education and training and in gymnasiums; 
  • Providing other forms of individual and team support to pupils in primary school (article 81 of the Organisation and Financing of Education Act);
  • Providing professional support to learners with emotional and behavioural disorders in pre–school, primary schools, vocational and technical education and training and in gymnasiums in the form of educational, socially integrative, preventive and corrective programmes (article 14 of the Placement of Children with Special Needs Act);
  • New, innovative forms of work with pupils in their leisure time, extended stay at school, in associations and clubs, centres, etc.;
  • Professionals in mobile special pedagogical service;
  • School counsellors to organise, perform and coordinate work with the gifted, talented and the pupils endangered in their development and education, or with pupils from another linguistic or social background;
  • Experts in specialised institutions for children with special needs;
  • Organisers  and professionals in Centres for care and employment;
  • Professional work in various forms of preventive and other work with youth performed by youth centres, organisations for the disabled, clubs and other associations specially designed for vulnerble population;
  • Professional work in social area specially designed for socially endangered individuals and groups;
  • Professionals in social welfare centres designed for prevention, detection and for various forms of help to groups at risk and to children with special needs,
  • Organising and leading in programmes of lifelong learning and development for individuals and groups who are not able to do this by themselves or without support.


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