The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling

2015 ◽  
Vol 42 (2) ◽  
pp. 128-151 ◽  
Author(s):  
Brahm Norwich ◽  
Alison Black
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Educational Needs ◽  
Special Educational Needs ◽  
School Students ◽  
Secondary Schooling

scholarly journals ВИКОРИСТАННЯ ЕЛЕКТРОННИХ ЗАСТОСУНКІВ У НАВЧАННІ ІНОЗЕМНОЇ МОВИ СТАРШОКЛАСНИКІВ З ДИТЯЧИМ ЦЕРЕБРАЛЬНИМ ПАРАЛІЧЕМ

2019 ◽  
Vol 70 (2) ◽  
pp. 71
Author(s):  
Nataliia S. Shcherba
Keyword(s):  
Cerebral Palsy ◽  
Secondary School ◽  
Secondary School Students ◽  
Web Applications ◽  
Educational Needs ◽  
Upper Secondary School ◽  
Special Educational Needs ◽  
Educational Settings ◽  
School Students ◽  
Upper Secondary

The article is dedicated to a highly topical issue of raising the effectiveness of teaching upper secondary school students with cerebral palsy foreign languages by means of the selection and classification of web applications. According to the Law of Ukraine «On General Secondary Education», SEND (special educational needs and disabilities) students can study in mainstream schools (and namely, in special / inclusive classes or in distant / evening / extramural educational settings), and also in special schools (meant for children who need special education due to their physical impairments or mental disability), among which there are also education-and-rehabilitation centers (for children who need regular rehabilitation because of the complexity of their impairments). The implementation of the Social model of disability, started in Ukraine, presupposes the gradual transition from segregation to inclusion of SEND children. It can be implemented by means of numerous adjustments in mainstream educational settings so that all the barriers are removed, unless the modification of learning is viewed as the best choice. Some of the adjustments mentioned can be introduced by means of web-applications interpreted in this research as users’ computer programs that empower them to solve certain tasks. Pursuing the aim of the article the author classifies web applications by the following criteria: their location (on a special web platform or on a user's personal computer); the field of usage (whether they are supposed to be applied by general public or in a special field only). The latter include applications, designed for teaching foreign language. These are classified according to the competencies that they enable to develop (namely, language and speech ones). Finally, the web applications are grouped according to barriers and special educational needs typical for upper secondary school students with cerebral palsy. The results obtained are generalized in tables suggested.

BUILDING A MULTIVECTOR LOCAL BEHAVIOURAL ENVIRONMENT IN AN INNOVATIVE SCHOOL

2021 ◽  
Vol 12 (1) ◽  
pp. 133-138
Author(s):  
Dimitar Dimitrov ◽  
◽  
Stefana Petrova ◽  
Keyword(s):  
Secondary School ◽  
Theoretical Basis ◽  
Secondary School Students ◽  
Gifted Students ◽  
Educational Needs ◽  
School Students ◽  
Close Cooperation ◽  
The Individual

In the development of synthetic competence of secondary school students, the appropriate behaviour-determining environment is crucial. The school strategy of 125th Secondary School – Sofia includes close cooperation with IMI-BAS, which helps to plan and implement a number of school and extracurricular initiatives that take into account the individual educational needs of gifted students. The article presents several examples of such initiatives, noting how they upgrade the compulsory classroom forms, but also open opportunities for research for secondary school students. A didactic model for building an individual educational trajectory has been adopted as a theoretical basis, as well as an extension of the model for building an multivector educational trajectory for a team of gifted students in the field of mathematics and IT.

scholarly journals Personalizacja w kształceniu polonistycznym. Potrzeby, dylematy, dobre praktyki

2021 ◽  
Vol 12 (330) ◽  
pp. 33-41
Author(s):  
Anna Janus-Sitarz
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teacher Practice ◽  
Language Education ◽  
Educational Needs ◽  
Educational Process ◽  
Language Teachers ◽  
School Students ◽  
Polish Language ◽  
The Individual

The article presents problems related to the individual educational needs of secondary school students in the field of Polish language education, as well as teachers’ dilemmas regarding the reconciliation of the implementation of curriculum requirements with the support that students expect from them. The author presents selected methods of personalizing the educational process developed by Polish language teachers participating in the project „Professional Polish teacher. Practice and personalization” at the Faculty of Polish Studies of the Jagiellonian University.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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