scholarly journals Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers

Pedagogika ◽  
2019 ◽  
Vol 136 (4) ◽  
pp. 141-152
Author(s):  
Agata Augustinovič
Keyword(s):  
General Education ◽  
Science Teachers ◽  
Natural Science ◽  
Educational Needs ◽  
Point Of View ◽  
Learning Motivation ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Nature Study ◽  
Ethics Code

The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.

scholarly journals Competences of Special Pedagogue and Their Improvement Opportunities from the Point of View of Pedagogues

Pedagogika ◽  
2014 ◽  
Vol 115 (3) ◽  
pp. 135-146
Author(s):  
Emilija Urnėžienė ◽  
Kristina Budrytė
Keyword(s):  
Professional Development ◽  
General Education ◽  
Special Needs ◽  
Information And Communication Technologies ◽  
Social Relations ◽  
Research Data ◽  
Point Of View ◽  
Learning Needs ◽  
Successful Implementation ◽  
Special Educational Needs

Rapid changes in economy, social relations as well as globalisation, development of information and communication technologies impose new challenges on a teacher, who is a mediator between changes in education and processes of society improvement. Working with special learning needs students, a special pedagogue assists such learners in adopting content of education and develops their impaired functions, collaborates with their parents as well as teachers providing them with methodological support and consulting, develops individual, sub-group and group programmes for development of impaired functions of children, advice teachers regarding special education issues and others. More successful implementation of these activities requires certain competences of special pedagogue, which are outlined in the Description of Teacher Professional Competences and embrace: common cultural, professional and generic ones. The goal of the research: to reveal attitudes of special pedagogue of general education schools towards competences of special pedagogue and their improvement opportunities. The object of the research: competences of special pedagogue of general education schools. The methods of research: 1) analysis of scientific literature, 2) questionnaire survey, 3) statistic analysis of research data. The sample of the research included 244 special pedagogues from general education schools of various counties of Lithuania. In the first stage of the analysis the respondents were asked to express own attitudes towards competences of a special pedagogue. In the second stage of the analysis the special pedagogues pointed out what predetermines success in the process of education, where a special pedagogue works with learners of special educational needs. The third stage focused on identification of possibilities of professional development of special pedagogues, needs for competence development and, therefore, the respondents were requested to express own opinion about conditions, which are necessary to obtain competences of highest level. The research data revealed that for a special pedagogue, who works with special needs learners, it is most important to possess positive personal features (patience, tolerance, humanity, comprehensiveness, consistency, etc.) and all the professional competences, particularly focusing on competences of communication and collaboration, learners’ motivation and support to them, learner’s cognition and his/her acknowledgement and professional development. Personal motivation of a pedagogue, which embraces a wish to help, love for job, positiveness, development, is also of utmost importance. According to special pedagogues, a number of changes, such as reduction of workload, increase of financing, renewal of workplace, support from administration, provision with methodological aids, collaboration and changes in education may result in acquisition of competences of highest level. The paradigm of continuous development is also emphasized and its calls for personal, professional and social lifelong development. Continuous improvement ensures high quality activities of special pedagogue, which have influence not only on achievements of special needs learners but also on changes occurring in the society. Therefore, a special pedagogue has to be a constantly learning personality. In the context of constant changes, learning acquires features of a permanent process.

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.

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.

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.

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.

PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Professional Activities ◽  
The Future ◽  
Personal Qualities ◽  
The University

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.  

scholarly journals THE CONTENT AND PROCESS OF NATURAL SCIENCES EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2018 ◽  
Vol 15 (1) ◽  
pp. 7-17
Author(s):  
Angelija Mačiukaitė
Keyword(s):  
High School ◽  
Natural Science ◽  
Learning Difficulties ◽  
Educational Needs ◽  
Natural Sciences ◽  
Research Literature ◽  
Special Educational Needs ◽  
Science Textbooks ◽  
Education Change ◽  
Education Of Students

The transformation of the classical school into a humanistic one, which started in the last decade of the 20th century, has accelerated a lot in the present century. How did the content and the process of natural sciences education change for students with special educational needs (SEN)? The research reviews documents, research literature and textbooks for students with SEN; it deals with the issues of organizing the process and content of their education and self-education. Adapted natural science textbooks for primary and high school are suitable for students with learning difficulties, disorders or mild learning difficulties. Textbooks for students with SEN partly satisfy the needs of these students. However, it would be useful to write natural science textbooks of a lower degree of difficulty for the students whose SEN are big or very big due to the moderate learning difficulties. Research carried out in the process of natural sciences (self-) education enables to make images directly, while students understand and start using the concepts in various contexts through action during the experiment, through observation and performing practical tasks. Keywords: students with special educational needs (SEN), natural sciences education, the process of (self-) education, textbooks.

scholarly journals Control monitoring of the educational process of students with special learning needs

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Vladyslava Liubarets ◽  
Tetiana Miroshnichenko ◽  
Galyna Cherusheva ◽  
Nataliia Pyzh ◽  
Oksana Protas
Keyword(s):  
Inclusive Education ◽  
Development Program ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Development ◽  
Learning Needs ◽  
Special Educational Needs ◽  
Special Learning Needs ◽  
The Individual

This article outlines and establishes the relationship of the main participants in the educational environment of inclusive education: triad “teacher-psychologist-teacher’s assistant”. The place, role and significance of the teacher's assistant in the team activity of psychological and pedagogical support, in the development and implementation of the individual program of development, differentiation and individualization of the educational process in an inclusive class, effective cooperation with parents, his participation in facilitating the socialization and adaptation of a child with special educational needs in the educational environment are determined. The stages of the educational process control of students with special educational needs and its structure are defined: assessment, diagnostics and monitoring. The principles of control and evaluation of the educational process for students with special educational needs are revealed. The participation in controlling of all members of the educational inclusive environment team is established. The importance of diagnosing the development of students with special educational needs and involving in the elaboration of an individual development program is also revealed.

scholarly journals La Identificación Del Conocimiento Y Actitudes Del Profesorado Hacia Inclusión De Los Alumnos Con Necesidades Educativas Especiales

2016 ◽  
Vol 12 (7) ◽  
pp. 64
Author(s):  
David Pérez-Jorge ◽  
Olga María Alegre de la Rosa ◽  
María del Carmen Rodríguez-Jiménez ◽  
Yolanda Márquez-Domínguez ◽  
Milagros de la Rosa Hormiga
Keyword(s):  
Content Validity ◽  
Educational Needs ◽  
Point Of View ◽  
Underlying Structure ◽  
Theoretical Point ◽  
Special Educational Needs ◽  
Knowledge And Attitudes ◽  
Knowledge And Attitude ◽  
Key Dimensions ◽  
Different Levels

This article describes the development and evaluation of a tool to assess knowledge and attitudes of teachers towards inclusion of students with special educational needs (SEN). A questionnaire on attitudes of teachers towards these students was designed paying attention to three different levels: knowledge and attitude towards disability, organization of the educational response created to help students with SEN, and professional skills to adequately respond to the SEN students. The suitability of the instrument was assessed takng into account its content validity, reliability and underlying structure. Six different key dimensions, related to the investigations that have been carried out so far, were analyzed. These dimensions justified, from their theoretical point of view, their value.

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