scholarly journals Education for Students with Special Needs: Child X Case

2020 ◽  
Vol 3 ◽  
pp. 16-28
Author(s):  
Monika Kontautaitė ◽  
Aida Norvilienė
Keyword(s):  
General Education ◽  
Structured Interview ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Special Support ◽  
The Subject ◽  
Teachers And Parents ◽  
The Given ◽  
To Receive

The article presents the opinion of teachers and parents concerning the educational situation of students with special educational needs at general education schools. The qualitative research, which was carried out by means of a semi-structured interview with teachers and parents, helped to determine that students with special educational needs are included in the general education school on a theoretical rather than practical basis. Despite the fact that the school advocates the inclusion of students with special educational needs and provides various special support services, informants observe a number of weaknesses in the system that do not provide an opportunity for the subject to receive the support one requires. It is alleged that teachers working at general education schools are not trained to work with such students and there is a lack of means and facilities for individual work. There are too many students in classes. Due to the following reasons, education that the subject receives is not always efficient. It was also revealed that specialists working with the subject have difficulties in communicating with each other and working as a team in order to set and achieve a common goal. All interviewees work as they think is best. Poor parent-subject work at home was also emphasized. For the given reasons, there is a lack of continuation in the education of the subject, which is one of the most important factors influencing the educational success of students with special educational needs.

scholarly journals TEACHERS’ COOPERATION WITH PARENTS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2021 ◽  
Vol 3 ◽  
pp. 51-64
Author(s):  
Irena Kaffemanienė ◽  
Laima Tomėnienė ◽  
Fausta Verpečinskienė
Keyword(s):  
Theoretical Analysis ◽  
General Education ◽  
Quantitative Study ◽  
Educational Needs ◽  
General Education Teachers ◽  
Learning Problems ◽  
Special Educational Needs ◽  
Teacher Survey ◽  
Teachers And Parents ◽  
Teaching Learning

Teachers’ cooperation with parents of students with special educational needs (SEN) is particularly important for students with special educational needs. Theoretical analysis has found that there are often problems of cooperation between teachers and parents of children with special educational needs. In order to clarify this, a quantitative study was carried out. The research aim – to reveal the peculiarities of cooperation between teachers and parents of students with special educational needs. The method of a questionnaire survey was chosen for the research, a questionnaire of semi-closed questions was created. The study involved 353 general education teachers. The results of the teacher survey showed that parents are not sufficiently involved in the process of cooperation. The most common forms of cooperation between teachers are individual consultations. The majority of the teachers indicated that they usually cooperate with parents of students with SEN in solving teaching/learning problems of the child, less often they cooperate in developing an individual curriculum. According to the respondents, the main problems are different understanding of responsibilities and demands of teachers and parents on each other. 

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

Yrkesgruppers anspråk på arbetet med barn i behov av särskilt stöd

2021 ◽  
pp. 29-53
Author(s):  
Petra Gäreskog
Keyword(s):  
Expert Knowledge ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Professional Group ◽  
Professional Roles ◽  
Special Educational Needs ◽  
Professional Work ◽  
Occupational Groups ◽  
Special Support ◽  
Jurisdictional Control

This study aims to illuminate preschool teachers describe which occupational groups – preschool teachers and special educational needs coordinators (SENCOs) – claim jurisdiction (i.e. the area that the professional group controls) over the work with children in need of special support. The data consist of interviews with 15 preschool teachers. The analysis is based on Abbott's (1988) division of professional work into three aspects: a) formulation of a problem b) reasoning about the problem and c) treating the problem. One area where preschool teachers claim jurisdictional control is related to the formulation of the problem. When it comes to the aspect of the professional work which concerns reasoning about the problem, the preschool teachers report that SENCOs claim jurisdictional control instead. The results show a less straightforward image of the treatment of the problem. Preschool teachers sometimes report themselves to claim jurisdictional control over treatment and other times report that SENCOs have jurisdiction over the treatment of the problem. In the discussion, jurisdiction is related to the various aspects of professional work with children in need of special support and the issue of inclusion. The fact that SENCOs seem to have a strong jurisdiction over treatment and expert knowledge of children’s perceived shortcomings could contribute to the preschool teachers renouncing responsibility for children in need of special support. Another conclusion is that preschool teachers need to be strengthened in their professional roles and that increased special educational knowledge could contribute to preschool teachers feeling more secure in their professional roles and thus are able to meet all children’s needs in preschool. 

INCLUSION, SOCIALISATION AND INTEGRATION OF THE CHILD WITH SPECIAL NEEDS IN A KINDERGARTEN GROUP

2021 ◽  
Vol 12 (2) ◽  
pp. 382-384
Author(s):  
Rumyana Pantaleeva ◽  
Keyword(s):  
General Education ◽  
Special Needs ◽  
Social World ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Social ◽  
The World ◽  
The Right

The process of socialisation and integration represents unity, and at the same time – a continuous controversy between two aspects: socialisation and individuality. Due to this, the process is a single upside stream – the entry of a child into the world of adults, in the social world. Every child is a unique personality with its individual qualities, interests, abilities and educational needs. Every child with special educational needs has the right to be taught on an individual schedule with content, matching its own necessities and capacity. The general education kindergarten, in which the authors work and teach pupils with special educational needs has established a tolerant community and guarantees schooling, tutoring and mentorship for everybody.

scholarly journals COLLABORATION-BASED SUPPORT PROVISION MODELS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
Vol 4 ◽  
pp. 30
Author(s):  
Rita Kantanavičiūtė ◽  
Laima Tomėnienė
Keyword(s):  
Special Educators ◽  
Interprofessional Collaboration ◽  
Structured Interview ◽  
Educational Needs ◽  
School Age Children ◽  
School Age ◽  
Special Educational Needs ◽  
Support Provision ◽  
Her Family ◽  
Speech Therapists

The article aims to reveal collaboration-based support provision models for a child with special educational needs and his/her family in Lithuania. The qualitative research method used was a semi-structured interview. The participants of the research were special educators and speech therapists providing support to school-age children with special educational needs. The obtained results of the research helped to reveal children support specialists’ attitude towards collaboration-based support provision to a child with special educational needs and his/her family in Lithuania. The research revealed the importance and opportunities of the implementation of interprofessional coordinated support based on interprofessional collaboration, referring to the experience of speech therapists and special educators providing support to a school-age child with special educational needs and his/her family. 

scholarly journals TEACHING TECHNIQUES APPLIED IN SENIOR HIGH SCHOOL FOR STUDENTS WITH SPECIAL NEEDS (SMALB)

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Puji Rahayu
Keyword(s):  
High School ◽  
Foreign Language ◽  
Special Needs ◽  
Educational Needs ◽  
Senior High School ◽  
Special Educational Needs ◽  
Teaching English ◽  
Teaching Techniques ◽  
Students With Special Needs ◽  
Mainstream Students

Teaching English as a foreign language to students with special needs is somewhat different of those mainstream students. The teachers may face lots of difficulties and therefore, they must apply different techniques in teaching the students. The goal of this study is to figure out the techniques applied for Teaching English to students with special educational needs. This study is conducted in a Senior high school for students with special needs (SMALB) in Banjarmasin, South Kalimantan. The study is based on classroom observations and interview with the English teacher. The findings conclude that teacher applied six different techniques in teaching English as follow; (1) transcription, (2) Question and Answer, (3) Repetition Drill, (4) Reading Aloud, (5) Memorization and (6) Reading aloud.Keywords: students with special educational needs, teaching techniques, english as a foreign language

How to Identify Rheumatic Diseases by General Physicians

2020 ◽  
pp. 1533-1563
Author(s):  
Eduardo C. Contreras ◽  
Gustavo J. Puente
Keyword(s):  
General Practitioner ◽  
General Practitioners ◽  
Rheumatic Diseases ◽  
Inflammatory Rheumatic Diseases ◽  
Automated Algorithm ◽  
Disease Case ◽  
General Physicians ◽  
The Subject ◽  
The Given ◽  
To Receive

A large part of the population in countries in process of development ignores what Rheumatic Diseases are, and general practitioners are in most cases unaware of enough information to identify them and the treatments to successfully control them. A proposal to help those general practitioners to detect if an articular condition belongs to a Rheumatic Disease case is to present them the clinical semiology that should lead them to redirect the given conditions to a specialist on the subject, a rheumatologist. The clinical semiology is presented by an automated algorithm inside a goal-based software agent, containing all the necessary information to identify the seven most common inflammatory Rheumatic Diseases, and fourteen of the non-inflammatory ones. The purpose of this tool is to provide the general practitioner with the correct information to redirect the patient with a rheumatologist, in order for it to receive the appropriate medication to be controlled.

High-Leverage Practices for All Students

2021 ◽  
pp. 190-214
Author(s):  
Pam Epler
Keyword(s):  
Special Education ◽  
General Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
General Education Classroom ◽  
Educational Situation ◽  
Similarities And Differences

This chapter is designed to inform and educate the reader about high-leverage practices used in the general education classroom and with students with identified special educational needs. The chapter starts by explaining how high-leverage practices originated and continues with a discussion about the similarities and differences between the general and special education high-leverage practices. The chapter then finishes with a discussion about how both types of practices can be applied to any educational situation.

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