Ensuring the Continuity of Preschool and Primary School Education: Organizing Work with Children Experiencing Learning Difficulties

2021 ◽  
pp. 49-52
Author(s):  
Galina Novikova
Keyword(s):  
Primary School ◽  
First Graders ◽  
Social Groups ◽  
Learning Difficulties ◽  
Educational Programs ◽  
School Failure ◽  
School Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Approach To Teaching

The article analyzes the works of domestic teachers and psychologists, devoted to the organization of work with children experiencing difficulties in the process of mastering educational programs. On the basis of the ideas put forward by the researchers, the authors formulated and characterize the actual way of preventing the failure of first-graders - the implementation in practice of the principle of continuity of education during preschool childhood and at the first stage of school education. The urgent need for the manifestation of greater attention of primary school teachers to the analysis of the psychological and pedagogical reasons for school failure, as well as the organization of a differentiated approach to teaching children of special social groups is revealed.

Ensuring the Continuity of Preschool and Primary School Education: Organizing Work with Children Experiencing Learning Difficulties

2021 ◽  
pp. 32-40
Author(s):  
Galina Novikova
Keyword(s):  
Primary School ◽  
First Graders ◽  
Social Groups ◽  
Learning Difficulties ◽  
Educational Programs ◽  
School Failure ◽  
School Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Approach To Teaching

The article analyzes the works of domestic teachers and psychologists, devoted to the organization of work with children experiencing difficulties in the process of mastering educational programs. On the basis of the ideas put forward by the researchers, the authors formulated and characterize the actual way of preventing the failure of first-graders - the implementation in practice of the principle of continuity of education during preschool childhood and at the first stage of school education. The urgent need for the manifestation of greater attention of primary school teachers to the analysis of the psychological and pedagogical reasons for school failure, as well as the organization of a differentiated approach to teaching children of special social groups is revealed.

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

Inquiry Learning in the Primary Social Science Classroom

2020 ◽  
pp. 125-155
Author(s):  
Ruth Fairbanks ◽  
Catherine Andrew
Keyword(s):  
Social Science ◽  
Primary School ◽  
Sampling Method ◽  
Inquiry Learning ◽  
Learning Difficulties ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Based ◽  
Unit Plans ◽  
Support Students

Inquiry learning is considered more effective than traditional teacher-led learning. Whilst teachers espouse ideals of inquiry learning, actual implementation and practice remains unclear, requiring further study. Inquiry learning research in primary schools is mostly contained to maths and science. Few studies have investigated how primary school teachers differentiate practice to meet the needs of students with learning difficulties. Even fewer studies have investigated primary school teachers' implementation of Humanities and Social Science (HASS) inquiry learning. This chapter investigates primary school teachers' practices of implementing HASS inquiry learning, including strategies used to support students with learning difficulties, and school based factors impacting the implementation of inquiry learning. One Queensland regional school was identified using a theory-based sampling method. Teachers were recruited using criterion sampling method. Data were collected from semi-structured interviews and demographic questionnaires; and HASS unit plans of three teachers (n=3) were synthesised into three themes: (i) teachers described a sense of professional fulfilment when implementing inquiry learning; (ii) teachers implemented specific strategies including explicit instruction to differentiate learning for students with learning difficulties; and (iii) school-based factors including leadership endorsement impact on successful implementation of inquiry learning in a primary school. Data obtained from the single school and small sample limit generalisability, therefore future research regarding teachers' implementation of HASS inquiry learning is recommended. Identification of strategies that support students with learning difficulties, and the impact of HASS inquiry learning on achievement amongst students with and without learning difficulties, are also recommended.

Teamwork between class teachers and support teachers as the basis of inclusion—A case study in Romanian primary school education

2019 ◽  
Vol 6 (1) ◽  
pp. 328-335
Author(s):  
Alina Turculet ◽  
Mihaela Voinea
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Representations ◽  
Educational Needs ◽  
School Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Continuous Training ◽  
Primary School Teachers

The purpose of this study is to identify how primary school teachers understand the importance of inclusive education and the benefits of the collaboration between the class teachers and the support teachers. In order to identify the social representations of primary school teachers regarding the cooperation with the support teachers, we have used a questionnaire-based inquiry. We have organised the data into a case study at the level of primary school education. The responses to the open questions offered by the investigated teachers allowed a dramaturgical approach to the roles and the responsibilities of the actors in special education. Our results enhance the benefits of integration of students with special educational needs in the conditions of a distributed responsibility between parents, class teachers and support teachers. Therefore, the qualitative analysis of the written responses of primary school teachers reveals the need of continuous training in aspects related to special educational needs. Keywords: Special educational needs, support teachers, primary school education.

scholarly journals ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ

2020 ◽  
pp. 3-11
Author(s):  
Світлана Миронова ◽  
◽  
Наталія Бахмат
Keyword(s):  
Primary School ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
First Graders ◽  
Speech Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Inclusive Schools ◽  
The Impact ◽  
Difficult Transition

One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.

LEARNING DIFFICULTIES OF PRIMARY SCHOOL PUPILS OCCURING DUE TO UNFAVOURABLE ENVIRONMENTAL FACTORS: THE EXPERIENCE OF TEACHERS

2019 ◽  
Vol 2 ◽  
pp. 420
Author(s):  
Rita Raudeliunaite ◽  
Vida Gudžinskienė
Keyword(s):  
Environmental Factors ◽  
Primary School ◽  
Specific Activity ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Structured Interview ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Pupils

The objective of the study, which is presented in the article, is to identify learning difficulties of primary school pupils occurring due to unfavourable environmental factors on the basis of the experience of pedagogues. Problematic study question: What learning difficulties of pupils resulted in by unfavourable environmental factors do primary school teachers encounter?  Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. 12 pedagogues participated in the study.The study findings revealed that primary school teachers encounter three different types of learning difficulties of pupils occurring due to unfavourable environmental factors: academic, social, behavioural and emotional.Academic difficulties should be associated with a reduced interest of children in their environment, the lack of knowledge and experience, the lack of  curiosity and desire to learn something new,  a lower level of preparedness for school, attention retention problems, passivity when performing tasks, distrust/doubts regarding his/her abilities, fluctuation, regress or stagnation of a child's progress (learning achievements), reduced interest in learning and poor learning efforts when performing tasks, the lack of learning motivation, getting late to classes or missing them.Social difficulties are associated to the lack of communication skills (contact establishment, politeness, attention when communicating with others, discipline, self-regulation, conflict resolution) and activity organisation and cooperation  skills (ability to prepare tools for a specific activity, consistency when performing tasks; the performance of tasks to the end; the self-evaluation of activity results; involvement in a group activity; to listen to and hear   what others say, consulting with others, permission to express their opinion give to others; ability to receive a different opinion and to express their opinion politely,   avoidance to downgrade others, offering assistance to others and assistance solicitation, if need be; uttering compliments). The study revealed that primary school teachers also encounter with various behavioural and emotional difficulties.  

In the Process of Educational Diagnosis of and Educational Intervention in Specific Learning Difficulties: Primary School Teachers’ Opinions and Experiences

2017 ◽  
Vol 6 (2) ◽  
pp. 337
Author(s):  
Hayriye Gül Kuruyer ◽  
Ahmet Çakıroğlu
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
Mathematical Thinking ◽  
Learning Difficulties ◽  
Intervention Programs ◽  
Learning Difficulty ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Specific Learning

Students with a specific learning difficulty are students with low achievement and difficulties in the fields of reading, comprehension and language use, writing, listening, thinking, speaking, or mathematical thinking and operational skills. Identification of specific learning difficulties is the first stage in the development of educational intervention programs. In order to be able to make regulations, it is necessary to determine the strengths and weaknesses of these students in terms of their educational needs. Therefore, it is important to explore primary school teachers’ experiences and classroom applications as well opinions and knowledge about the concept of specific learning difficulty and students having such difficulties because determination of interventions to be made to improve a state depends to a great extent on knowledge about the issue. Thus, the purpose of the current study is to explore primary school teachers’ opinions and applications related to educational diagnosis and education intervention processes followed in case of specific learning difficulties. A grounded theory methodology was used. The study group of the current research consists of 8 primary school teachers. The data were collected through semi-structured interviews and observations. The collected data were analyzed by means of the constant comparison method. The analysis yielded four super categories: specific learning difficulty, problems, tasks and process. As a result of the study, it can be maintained that the primary school teachers have both knowledge deficiencies as regards the educational diagnosis of specific learning difficulties and development of educational intervention programs and conceptual fallacies that make diagnosis more difficult. In addition, it was observed that the teachers experienced difficulties in the process of development and application of educational intervention programs.

scholarly journals Pre-Service Primary School Teachers’ Perceptions of Their Understanding of an Enquiry Based Approach to Teaching Primary School Science and Its Influence on Their Field Teaching Experiences

2016 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Bisram Ramesar
Keyword(s):  
Primary School ◽  
School Science ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Science Courses ◽  
Approach To Teaching ◽  
Primary School Science ◽  
University Science

<p><em>This study seeks to explore pre-service primary school teachers’ perceptions of their understanding of an enquiry based approach to teaching primary school Science. The study also seeks to identify how pre-service primary school teachers perceive the effectiveness of</em><em> </em><em>their</em><em> </em><em>University Science courses</em><em> </em><em>in preparing them to teach science using an enquiry approach. Participants were pre-service teachers enrolled in the B.Ed programme at The University of Trinidad and Tobago. Data were collected using semi-structured interviews. The data revealed that the teachers understood the concept of guided enquiry and knew how to develop lesson plans that incorporate that approach.</em><em> </em><em>Although the teachers</em><em> </em><em>believed that their courses prepared them adequately to teach primary school Science using enquiry,</em><em> </em><em>they encountered problems because of the lack of adequate resources.</em></p>

scholarly journals The Implementation of the Activity Approach in the Primary School Teachers Training

2015 ◽  
Vol 7 (3) ◽  
pp. 20-29 ◽  
Author(s):  
S.P. Sanina ◽  
M.V. Enzhevskaya
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Educational Programs ◽  
Primary School Teacher ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Teachers Training ◽  
Model Of Practice ◽  
Provided Examples

The article discusses the problem of training students according to the model of practice-oriented teachers’ training in bachelor of «Psycho-pedagogical Education» (Primary school teacher), course «Introduction to the profession» as example. The authors suggest possible ways of designing the course according to the activity approach and set the new goal of the course, which is traditional for many educational programs. Particular attention is paid to the suggestion of the problem, which bachelor students must solve performing educational activities. The authors have identified specific practical problems, allowing students to outline a course plan as a «traffic scheme». The authors provided examples of practical tasks for students, as well as criteria for evaluating of self-developed testing tasks for the students. The article analyzes the first testing results and presented fragments of essays that students wrote at the end of the course.

Sign in / Sign up

Export Citation Format

Share Document