scholarly journals It’s the ‘group’ that matters: Dramatherapy working with a group of parents and their children who have profound and multiple learning difficulties

Dramatherapy ◽  
2019 ◽  
Vol 40 (1) ◽  
pp. 5-16
Author(s):  
Jessie Ellinor
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Special Needs ◽  
Learning Difficulties ◽  
Secure Base ◽  
Family Work ◽  
Client Group

This article focuses on the practicalities, playful interventions and value of facilitating a family dramatherapy group at a Special Needs primary school. The group, comprised of four children with profound and multiple learning disabilities (PMLD) and their four primary carers, is co-facilitated by the author, a qualified dramatherapist, and a teaching member of staff. As the majority of children travel to and from school on a specially provided bus, there are few opportunities for their parents to meet one another. The dramatherapy group provides the parents with the opportunity to speak about the practical and medical aspects prevalent in their family worlds. It also offers all the participants something different: a ‘secure base’ which encourages individuals to take creative risks, attune, and reflect back feelings present within the group as part of a contained and confidential experience. Their unique relationships are witnessed, valued and developed through the therapeutic mediums of drama and movement. The article explores the theory related to the practice, and evidences, promotes and evaluates the rationale for family work with this client group.

scholarly journals COMMUNICATION WITH PARENTS OF CHILDREN WITH SPECIAL NEEDS WHO HAVE DIFFICULTY ACHIEVING OR ARE UNABLE TO ACHIEVE THE MINIMUM GOALS IN REGULAR PRIMARY SCHOOL / KOMUNIKACIJA S STARŠI OTROK S POSEBNIMI POTREBAMI, KI LE S TEŽAVO DOSEGAJO ALI PA MINIMALNIH CILJEV V REDNI OSNOVNI ŠOLI NE ZMOREJO DOSEGATI

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Magdalena Tehovnik
Keyword(s):  
Primary School ◽  
Special Needs ◽  
Learning Difficulties ◽  
Verbal Communication ◽  
Children With Special Needs ◽  
Negative Experiences ◽  
Building Relationships ◽  
Educational Standard ◽  
High Level ◽  
Individual Parent

Good verbal and non-verbal communication is of paramount importance for maintaining and building relationships. However, educators need to be as much as possible attentive when talking to parents of children with learning difficulties to such an extent that they will not be able to complete the regular program. A teacher for children with special needs and a teacher who talk with parents about pupil’s problems and new opportunities in a program with a lower educational standard must have a high level of empathy. They need to be aware that these are injured parents and they need to be able to decide when an individual parent is ready for such information. Most importantly, parents have to feel that we really only want the best for the child and them. In this case, they will be ready for re-education sooner and the child will have fewer unnecessary negative experiences. Dobra verbalna in neverbalna komunikacija je za vzdrževanje in gradnjo odnosov izrednega pomena. Z vzporedno držo telesa in očesnim kontaktom sočutno komuniciramo z vsemi starši. Pri pogovoru s starši otrok s težavami pri učenju v takšni meri, da rednega programa ne bodo zmogli, pa morajo biti še toliko bolj čuteči. Specialni pedagog in učitelj, ki staršem predstavita težave in nove možnosti na programu z nižjim izobrazbenim standardom, morata imeti veliko mero sposobnosti vživljanja. Zavedati se morata, da so to ranjeni starši in znati morata presoditi, kdaj je posamezen starš pripravljen na kakšno informacijo. Najpomembneje je, da starši čutijo, da resnično želimo otroku in njim le najboljše. Čutiti morajo našo pomoč. V tem primeru bodo na prešolanje pripravljeni prej in otrok bo tako imel manj nepotrebnih negativnih izkušenj. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0859/a.php" alt="Hit counter" /></p>

scholarly journals LEARNING SCENARIO QURAN RECITATION STUDENT WITH LEARNING DISABILITIES (MODERATE FUNCTIONALITY)

2019 ◽  
Vol 1 (1) ◽  
pp. 07-13
Author(s):  
Rabiatuladawiyah Saleh ◽  
Mohd Nizam Sahad
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Special Needs ◽  
Learning Difficulties ◽  
Islamic Education ◽  
Learning Problems ◽  
Functional Learning

Qur’an recitation is one of the components of Islamic Education for special education pupils with learning difficulties. The instruction of the Qur'an recitation for special education pupils is different when compared to average pupils. This paper discusses the Qur'an recitation learning scenario for special needs pupils with learning difficulties of moderate functional learning. Moreover, there are some challenges that teachers need to face in teaching Quran recitation to these pupils. However, the shortcomings of these pupils can be overcome through different learning compared to the natural ones. Therefore, pupils with learning problems will not be neglected in the study of the Qur'an.

أثار الاضطرابات السلوكية لدى ذوي صعوبات التعلم في المدارس الحكومية الأساسية في شمال الضفة الغربية على التكيف المدرسي من وجهة نظر المعلمين

2019 ◽  
Vol 7 (2) ◽  
pp. 42-58
Author(s):  
Fakhri Moustafa Dwekat ◽  
Yahia Mohamad Nada
Keyword(s):  
Learning Disabilities ◽  
Special Needs ◽  
West Bank ◽  
School Adjustment ◽  
Learning Difficulties ◽  
Study Data ◽  
Point Of View ◽  
Academic Field ◽  
The Social ◽  
Level Of Significance

The study aimed to identify the effects of behavioral disorders among people with special needs in public basic schools in the northern West Bank on school adjustment from the teachers’ point of view. To achieve the objectives of the study, data was collected by 40 questionnaire composed of 45 paragraph were distributed to the study sample which consisted of teachers of the special needs in public basic schools in the West Bank. Data has been encoded and processed using SPSS program, the researcher used the descriptive approach due to its suitability to the study purposes and to show a degree of sincerity and stability percentage (87,8). The results showed that the highest responses were to the academic field followed by the social field then the psychological. The responses to the total degree was agree with percentage (3.65), and there were no statistically differences at the level of significance (0.05≤a) in the effects of behavioural disorders of people with learning disabilities in the basic public school in the northern West Bank on school adjustment from the point of view of teachers due to the gender, age, and years of experience of the teacher. The researcher recommended in the light of the results of the study to aware the teachers of learning disabilities to deal with the skills and communicate effectively with people with learning difficulties. The study also recommended adopting an effective educational policy towards full support for people with learning difficulties as well as equitable diversification of services and providing the appropriate educational environment for them in regular schools.

أثار الاضطرابات السلوكية لدى ذوي صعوبات التعلم في المدارس الحكومية الأساسية في شمال الضفة الغربية على التكيف المدرسي من وجهة نظر المعلمين

2019 ◽  
Vol 7 (2) ◽  
pp. 42-58
Author(s):  
Fakhri Moustafa Dwekat ◽  
Yahia Mohamad Nada
Keyword(s):  
Learning Disabilities ◽  
Special Needs ◽  
West Bank ◽  
School Adjustment ◽  
Learning Difficulties ◽  
Study Data ◽  
Point Of View ◽  
Academic Field ◽  
The Social ◽  
Level Of Significance

The study aimed to identify the effects of behavioral disorders among people with special needs in public basic schools in the northern West Bank on school adjustment from the teachers’ point of view. To achieve the objectives of the study, data was collected by 40 questionnaire composed of 45 paragraph were distributed to the study sample which consisted of teachers of the special needs in public basic schools in the West Bank. Data has been encoded and processed using SPSS program, the researcher used the descriptive approach due to its suitability to the study purposes and to show a degree of sincerity and stability percentage (87,8). The results showed that the highest responses were to the academic field followed by the social field then the psychological. The responses to the total degree was agree with percentage (3.65), and there were no statistically differences at the level of significance (0.05≤a) in the effects of behavioural disorders of people with learning disabilities in the basic public school in the northern West Bank on school adjustment from the point of view of teachers due to the gender, age, and years of experience of the teacher. The researcher recommended in the light of the results of the study to aware the teachers of learning disabilities to deal with the skills and communicate effectively with people with learning difficulties. The study also recommended adopting an effective educational policy towards full support for people with learning difficulties as well as equitable diversification of services and providing the appropriate educational environment for them in regular schools.

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

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