Students with special educational needs and cooperative learning in the ordinary classroom: some learnings from teaching practice

2021 ◽  
Author(s):  
Ignacio Perlado Lamo de Espinosa ◽  
Yolanda Muñoz Martínez ◽  
Juan Carlos Torrego Seijo
Keyword(s):  
Cooperative Learning ◽  
Teaching Practice ◽  
Educational Needs ◽  
Special Educational Needs

scholarly journals FORTALECIMIENTO DE LAS CAPACIDADES A DOCENTES EN LA FORMACIÓN PRÁCTICA

2017 ◽  
Vol 2 (2) ◽  
pp. 01
Author(s):  
Yisela Elizabeth Pantaleón Ceballo
Keyword(s):  
Teaching Practice ◽  
Educational Needs ◽  
School Failure ◽  
Practical Training ◽  
Special Educational Needs ◽  
Timely Manner ◽  
Physiological Conditions ◽  
Palabras Clave ◽  
Educational Sciences ◽  
Constant Observation

El objeto estudio de la investigación fue desarrollar un plan de fortalecimiento de las capacidades a docentes de los centros anexos a la facultad de ciencias de la educación e instituciones que colaboran con la práctica docente, tiene como objetivo capacitar a los docentes en el diagnóstico oportuno de las necesidades educativas especiales, como medio que le permite identificar la influencia de las condiciones fisiológicas (de la maduración), de una parte, y de las condiciones socio afectivas de otra (estimulación) con el objetivo de intervenir mediante la implementación del acompañamiento psicopedagógico, instrucción diferenciada, adaptaciones curriculares ajustadas a sus propias regulaciones para el aprendizaje. Una observación constante y la atención a ciertos indicadores van a permitieron a los profesores hacer una detección a tiempo de las necesidades educativas especiales de sus estudiantes, ello, a su vez contribuyo a realizar una intervención oportuna que evite que el niño presente fracaso escolar. PALABRAS CLAVE: fortalecimiento; diagnóstico; observación; capacidades; indicadores. STRENGTHENING CAPACITIES FOR TEACHERS IN PRACTICAL TRAINING ABSTRACT The objective of the study was to develop a plan to strengthen the capacities of teachers at the centers attached to the faculty of educational sciences and institutions that collaborate with teaching practice. Its objective is to train teachers in the timely diagnosis of the special educational needs, as a means to identify the influence of physiological conditions (Of maturation) with the aim of intervening through the implementation of psych pedagogical accompaniment, differentiated instruction, adapted curricula adapted to their own regulations for learning. Constant observation and attention to certain indicators will allow teachers to detect in a timely manner the special educational needs of their students, this, in turn, helps to make a timely intervention that prevents the child from experiencing school failure. KEYWORDS: strengthening; diagnosis; observation; capabilities; indicators.

Training Specialists for the Use of the Resources of the "Moscow Electronic School" in Their Professional Activities for Teaching Schoolchildren with special Educational Needs

2021 ◽  
pp. 9-16
Author(s):  
Yulia Afanasyeva ◽  
Elena Gravitskaya
Keyword(s):  
Higher Education ◽  
Children With Disabilities ◽  
Teaching Practice ◽  
Educational Needs ◽  
Educational Technologies ◽  
Expert Assessment ◽  
Special Educational Needs ◽  
Professional Activities ◽  
High Level ◽  
Training Specialists

The article is devoted to the issues of training specialists in the field of special education using modern digital educational technologies, in particular, using the innovative resources of the Moscow Electronic School. The prerequisites are the urgent need to train modern special teachers who are able to work with children with disabilities and who are proficient in modern digital educational technologies. The purpose of the study is to develop a technology for training specialists in higher education, who own the resources of the "Moscow Electronic School". Research methods: questioning of students, expert assessment of students by pedagogical workers in order to assess the skills and abilities of working in the MES environment. The results of the study indicate that the proposed technology for training specialists in higher education, who own the resources of the Moscow Electronic School, within the elective, has demonstrated rather high results. The study revealed a greater satisfaction of teachers with the preparation of students, namely, an increase in the creative potential, the emergence of students' involvement in practice was noted. In particular, this was noted in the students' independent approach to adapting their lessons to the special educational needs of mentally retarded schoolchildren, in the correct temporal alternation of the stages of working with the interactive panel. So, teachers, heads of practice noted a high level of ownership of MES resources in 2020 among 57% of students, which is almost twice as high as among students who underwent teaching practice in 2018 (31%). The average level in 2020 was registered in 28%, low - in 15%, which is almost two times less than in 2018 (27%). The introduction of such an elective is exclusive, since it is focused on students enrolled in the specialty (defectological) education and solves the following problems: firstly, equipping with the skills and abilities of working in a digital environment, namely the environment of the Moscow Electronic School, and secondly, equipping with specific knowledge and skills of developing electronic content for children with disabilities.

Serious Games in Speech Therapy

2012 ◽  
pp. 422-445
Author(s):  
Tobolcea Iolanda ◽  
Danubianu Mirela
Keyword(s):  
Educational Policy ◽  
Educational System ◽  
Serious Games ◽  
Speech Therapy ◽  
Teaching Practice ◽  
Technological Development ◽  
Educational Needs ◽  
Computer Applications ◽  
Special Educational Needs ◽  
Teaching Methodologies

Technological development will shed new light upon teaching methodologies, and psychologists, pedagogical experts, and computer experts will have to closely collaborate in order to produce a ready-made tool to be used in the future teaching practice. The educational system intensively uses ICT devices and programs, as their use can change the perspective on the educational policy. In Romania, the psycho-pedagogical studies and experiments contributed to the improvement of the therapeutic progress of the persons with special educational needs. This chapter aims to analyze the way in which serious games can be used in education and see how they can become useful tools in speech therapy. The conclusion of this chapter is that, like many other computer applications, serious games can be tools that complement, often with remarkable results, the therapy.

scholarly journals Forms of Student Work Organization in the Inclusive Education Process

2019 ◽  
Vol 42 (1) ◽  
pp. 107-121
Author(s):  
Andrzej Twardowski
Keyword(s):  
Cooperative Learning ◽  
Inclusive Education ◽  
Peer Tutoring ◽  
Work Organization ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Student Work ◽  
Multi Level ◽  
Education Process ◽  
Pedagogical Approaches

SummaryIn recent years, increasing attention has been devoted to developing pedagogical approaches that are appropriate in heterogeneous classrooms. Teachers working in inclusive classrooms must develop forms of student work that do not isolate and stigmatize learners with special educational needs. In the first part of the article, the author analyzes the origin and essence of the idea of inclusive education. In the second part of the article, three forms of work organization for students in inclusion classes are characterized: Peer Tutoring, Cooperative Learning and Multi-level Teaching.

scholarly journals Inclusive Education in the 21st Century: Parameters and Opportunities for Learners with Special Needs

2016 ◽  
Vol 12 (10) ◽  
pp. 188
Author(s):  
Udeme Samuel Jacob ◽  
Angela Nneka Olisaemeka
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Special Needs ◽  
Inclusive Education ◽  
21St Century ◽  
Educational System ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Age Appropriate ◽  
Special Classes

This paper examined parameters and opportunities for learners with special educational needs in an effective inclusive education as it relates to 21st century. It differentiated inclusive education from mainstreaming and integration and went further give a comprehensive meaning to the term inclusive education. Some of the benefits of this inclusive education are multicultural learning environment, socialization and the development of the child. Parameters identified for effective inclusive education are placing the child in age appropriate grade place, no special classes or schools and cooperative learning practiced where teachers can share ideas for improvement of the educational system. Conclusion was made on the need for inclusive education.

THE CHALLENGES OF TEACHING FOREIGN LANGUAGES TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
pp. 115-122
Author(s):  
Elena N. Gur'yanova ◽  
Keyword(s):  
Learned Helplessness ◽  
Educational Needs ◽  
Point Of View ◽  
Teaching Staff ◽  
Technical Equipment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Formal Approach ◽  
Program Compliance ◽  
Special Health

A modern university answering the challenges of the society does not remain aloof to introduce certain inclusive practices. Currently, the legislation of the Russian Federation clearly distinguishes between the concepts of “Disability”, “Special health opportunities “and” Special educational needs”. However, there is a demand to combine all three terms into one, that is “Special educational needs”. The author considers this substitution to be unlawful. The article attempts to analyze each term from the point of view of prospects for each group of students to get higher education, taking into account the peculiarities of their psychophysical development. In addition, the author reviews some difficulties (insufficient technical equipment of the classrooms, learned helplessness of students, lack of knowledge about various nosological groups of disabled people, etc.) and ways to overcome these and other problems such as development of an adapted educational program, compliance with the principles of health conservation, psychological readiness of the teaching staff to work with such students. The author draws the conclusion that only training of teachers and the creation of a special educational space, the inadmissibility of a formal approach to the integration of students with special educational needs can contribute to the successful provision of their right to education.

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