scholarly journals EXPANDING VOCABULARY FOR PRIMARY SCHOOL PUPILS WITH MENTAL DISABILITIES AND LANGUAGE UNDERDEVELOPMENT

2021 ◽  
Vol 2 ◽  
pp. 59-68
Author(s):  
Marite Rozenfelde ◽  
Veneranda Shkryaba ◽  
Aija Teresko
Keyword(s):  
Special Education ◽  
Mental Disorders ◽  
Primary School ◽  
Special Education Teachers ◽  
Educational Institutions ◽  
Mental Disabilities ◽  
Language System ◽  
New Information ◽  
Primary School Pupils

Pupils with combined disorders study in educational institutions; as a secondary disorder, the majority of pupils with mental disorders have insufficient development of the language system to varying degrees. Pupils with mental disorders have a narrow vocabulary and difficulty to express their thoughts clearly, as well as memory and the ability to memorize new information tend to be reduced. The curriculum in language lessons in primary school envisages that pupils with mental disorders learn to read, write, listen, understand information, learn to express one's thoughts correctly and in clear language, as well as to enrich vocabulary. The paper focusses on the methods of creating and developing vocabulary for pupils with mental disorders and insufficient development of the language system. The material developed and approbated by V. Shkryaba for the work of special education teachers in primary school is described.

Features of mental health and burnout syndrome in special education teachers of specialized educational institutions of school and primary vocational education

2021 ◽  
pp. 71-79
Author(s):  
Vadim Germanovich Suvorov ◽  
Tatyana Olegovna Belova ◽  
Kira Osipovna Suvorova
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Vocational Education ◽  
Special Education Teachers ◽  
Psychological Disorders ◽  
Burnout Syndrome ◽  
Educational Institutions ◽  
Early Formation ◽  
Psychological Features ◽  
Emotional Burnout

The article presents the results of a study of the psychological features of emotional burnout in 55 teachers— oligophrenic pedagogues. It was found that in this category of the surveyed, in comparison with teachers of mass educational institutions, there is a more frequent and early formation of burnout syndrome with a predominance of phases of stress and exhaustion, leading to pronounced psychological disorders.

scholarly journals DISTANCE EDUCATION IN THE PANDEMIC ERA: THE VIEWS OF GREEK GENERAL AND SPECIAL EDUCATION TEACHERS OF SECONDARY EDUCATION REGARDING READINESS, CHALLENGES AND THE POST-COVID EDUCATIONAL PRACTICES

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Giannouli Vasiliki ◽  
Sarris Dimitrios ◽  
Papadopoulou Maro
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Secondary Education ◽  
Significant Influence ◽  
Special Education Teachers ◽  
Personal Data ◽  
Educational Institutions ◽  
Educational Practices ◽  
Analysis Of Results ◽  
Years Of Service

<p>The present study, via the use of a questionnaire, examined the views of 138 Greek teachers, of general and special education, on the readiness for distance education, the challenges they face during the courses, and the measures to be taken in education in case of a next crisis such as Coronavirus pandemic (COVID-19). Educators’ views on the measures to be taken by educational institutions in order to be ready to provide distance education in the post-COVID era were also examined. The analysis of results showed that Special Education teachers appeared to be more ready for distance education; indeed, their field of employment itself, namely teaching, their years of service, the age and the level of studies were found to have a statistically significant influence on their answers. The greater challenge that both groups of teachers faced were the difficulties in communicating with their students. It became apparent also the great need for training teachers in issues related to distance education as well as the protection of their personal data of their students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0977/a.php" alt="Hit counter" /></p>

scholarly journals SOCIAL SKILLS DEVELOPMENT FOR PRIMARY SCHOOL STUDENTS WITH MODERATE AND SEVERE MENTAL DISABILITY AT SPECIAL BOARDING SCHOOL

2019 ◽  
Vol 2 ◽  
pp. 29
Author(s):  
Ina Gruzdiņa
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Primary School ◽  
Boarding School ◽  
Autism Spectrum ◽  
Mental Disability ◽  
Mental Disabilities ◽  
Safe Behavior ◽  
Spectrum Disorders ◽  
Primary School Pupils

Primary school pupils with moderate and severe mental disabilities characterized by slow and peculiar development of cognitive processes, lack of will, interest and motivation, which makes it difficult to acquire social skills. Often, pupils with mental disabilities also experience autism spectrum disorders characterized by stereotypical behavior, lack of language communication and socialization. Considering the peculiarities of the development of pupils with moderate and severe mental disability and autism spectrum disorders, communication and socialization skills, as well as traffic accident statistics, the social skills of primary school pupils to adhere to the rules of safe behavior on the street and in public transport are becoming more important. There is a question - how to stimulate, interest students with moderate and severe mental disability and autism spectrum disorders in a more effective way in promoting the development of this social skill in a special boarding school environment based on the individual needs of students. The aim of the research is theoretically explore the possibilities of developing social skills for primary school pupils with moderate and severe mental disorders and autism spectrum disorders, to develop and test the importance of using interactive social photo stories in promoting social skills - safe behavior on the street.

scholarly journals Persepsi Bakal Guru Pendidikan Khas terhadap Pendidikan Khas di Malaysia

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 113-120
Author(s):  
Nurul Hidayah Liew Abdullah ◽  
Siti Fatimah Mohd Jamil ◽  
Marina Ibrahim Mukthar ◽  
Maziana Mohamed ◽  
Aini Nazura Paimin
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Mean Value ◽  
Moderate Level ◽  
Educational Institutions ◽  
Special Education Needs ◽  
Level Of Knowledge ◽  
Effective Teaching And Learning

Persediaan dan tahap pengetahuan bakal guru pendidikan khas terhadap murid berkeperluan pendidikan khas (MBPK) adalah penting untuk memastikan penyaluran ilmu kepada golongan MPBK dapat dilaksanakan secara maksimum kerana cara mendidik dan mengajar MPBK berbeza dengan murid tipikal. Kajian ini dijalankan bertujuan untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai pendidikan khas di Malaysia. Kajian ini dilakukan secara kuantitatif deskriptif secara tinjauan di Institut Pendidikan Guru Malaysia (IPGM) Kampus Tun Hussein Onn, Batu Pahat, Johor. Sampel kajian ini terdiri daripada 42 orang pelajar tahun tiga yang mengambil bidang pendidikan khas. Data kuantitatif dianalisis secara deskriptif dengan menggunakan skor min dan sisihan piawai untuk mengenal pasti persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia. Dapatan kajian menunjukkan bahawa tahap persepsi bakal guru pendidikan khas terhadap pengetahuan mengenai sistem pendidikan khas dan kategori MBPK di Malaysia berada pada tahap sederhana iaitu masing-masing dengan nilai min 3.32 dan 3.61. Kesimpulannya, bakal guru pendidikan khas perlu mempunyai pengetahuan mengenai sistem pendidikan dan kategori MBPK di Malaysia untuk memastikan pengajaran dan pembelajaran yang lebih berkesan dilaksanakan kepada murid MPBK.  Oleh itu, institusi pendidikan yang berkenaan perlu mencari inisiatif supaya bakal guru pendidikan khas dapat dibekalkan dengan pengetahuan yang mencukupi sebelum berkhidmat.   The readiness and level of knowledge of pre-service special education teachers towards students with special education needs (MBPK) is important. As educating and teaching MPBK is different from typical students, the readiness and knowledge aid to ensure that the distribution of knowledge to MPBK can be implemented to the maximum.  Thus, this study was conducted to identify the perception of prospective special education teachers on knowledge of special education in Malaysia. This descriptive quantitative study was conducted by survey at the Malaysian Institute of Teacher Education (IPGM) Tun Hussein Onn Campus, Batu Pahat, Johor. The sample of this study consists of 42 third year students in the field of special education. Quantitative data were analyzed descriptively using mean scores and standard deviations to identify the perceptions of prospective special education teachers on knowledge of the special education system and MBPK category in Malaysia. The findings indicated that the level of perception of pre-service special education teachers on the knowledge of special education system and MBPK category in Malaysia is at a moderate level with a mean value of 3.32 and 3.61 respectively. This means that pre-service special education teachers perceive that the knowledge of the special education system in Malaysia and the knowledge of the MBPK category in Malaysia is at a moderate level only. In conclusion, pre-service special education teachers need to enrich their knowledge about the education system and MBPK category in Malaysia to ensure more effective teaching and learning approach is implemented for MPBK students. Therefore, the relevant educational institutions need to discover effective initiatives so that prospective special education teachers can be provided with sufficient knowledge before serving.

scholarly journals Psychological foundations of the development of coherent speech in children with simultaneous visual and mental disabilities

2021 ◽  
pp. 59-67
Author(s):  
Indira Sedredinovna Ismailova ◽  
Viktoriya Viktorovna Ponomareva
Keyword(s):  
Mental Disorders ◽  
Primary School ◽  
Primary Schools ◽  
Boarding School ◽  
Social Adaptation ◽  
Mental Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Formative Experiment ◽  
Oral Speech

This article describes the psychological foundations of conducting a formative experiment on the development of coherent speech in children with simultaneous visual and mental pathologies, or in other words, children with complex sensory-mental disorders. The goal of this work is to determine the stages of correctional work of the formative experiment on the development of coherent speech in children with complex visual and mental disabilities. The subject of this research is the process of psychological-pedagogical impact reflected in the process of correctional work on the development of coherent speech among primary school students with visual and mental disabilities. The object of this research is the primary school students of 3rd and 4th grade with complex visual and mental disabilities of various severity in a boarding school for children with visual impairments. The scientific novelty of this research consists in optimization of activity of a pedagogue specializing in the development different types of coherent speech &ndash; dialogues, conversations and stories based on the picture among primary school students with sensory-mental disorders, which is of particular importance for school practice as it indicates the techniques for improving the quality of their speech and their social adaptation in the society. The author also underlines the importance of such work with children for fulfilling their personal potential in the context of the requirements of the principle of social justice. Accuracy of acquired results is defined by substantiation of the initial theoretical and methodological positions; comprehensive application of theoretical and empirical methods adequate to the object, &nbsp;subject, goals and objectives of the research, long-term practical activity of the author dedicated to the development of coherent oral speech in primary schools students n with visual and mental disabilities.

Applications of Mnemonic Strategies with Students with Mild Mental Disabilities

1994 ◽  
Vol 15 (1) ◽  
pp. 34-43 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Mary E. S. Whittaker ◽  
Jeffrey P. Bakken
Keyword(s):  
Special Education ◽  
Social Studies ◽  
Special Education Teachers ◽  
Learning Science ◽  
Science Content ◽  
Mental Disabilities ◽  
Students First ◽  
Research Findings ◽  
Time Periods ◽  
Mnemonic Instruction

This paper reports the results of two classroom applications of mnemonic instruction with students with mild mental disabilities (see note). These applications were developed based upon previous research findings and implemented by special education teachers in their classrooms over extended time periods. In both applications, regularly assigned curricula were adapted to include the use of mnemonic strategies. In the first application, the strategies were supplied by the teacher to facilitate the learning of social studies content. In the second application, students first used teacher-made strategies and later assisted the teacher in generating “class” mnemonic strategies for learning science content. Results of both applications suggest that students successfully learned content using the mnemonic strategies and reported enjoying instruction when the strategies were used. Findings are discussed in relation to future applications by teachers.

scholarly journals Provision of Alternative Formats of Information Resources for Inclusive Library Services of Visually Impaired Primary School Pupils in Southeast Nigeria

2021 ◽  
Author(s):  
Esther Ekene Aghauche ◽  
Obiora Kingsley Udem ◽  
Stephen Ikenna Aghauche
Keyword(s):  
Special Education ◽  
Primary School ◽  
Visually Impaired ◽  
English Language ◽  
Research Question ◽  
Information Resources ◽  
Library Services ◽  
Policy Statement ◽  
The Government ◽  
Primary School Pupils

This paper sought to determine the provision of alternative formats of information resources for inclusive library services of visually impaired primary school pupils in Southeast Nigeria. The study adopted a descriptive survey research design. The population of the study was 129 respondents, comprising of 125 visually impaired pupils and four librarians from the four special education centres in Southeast Nigeria. One research question guided the study. Two instruments were used for data collection which include an observation checklist, and interview guide. Data collected with the checklist were analyzed using frequency counts, while those from interviews were analyzed qualitatively and integrated into the discussion of findings. The findings showed that alternative formats of information resources such as Braille textbooks and audio collections were not provided in many subjects in the libraries under study. Braille textbooks in almost all the subjects taught in the schools, including core subjects like English language and mathematics were not available. Even the ones available were old editions of textbooks. Also, it was revealed that other information resources except storybooks were scantly provided in alternative formats. Hence, the study concluded that the provision of alternative formats of information resources in special education centre libraries in Southeast Nigeria is inadequate. Based on the findings, it was recommended among others that the government should have a written policy statement on the provision of alternative formats of information resources for the visually impaired so that it will serve as a guide for the provision of information resources to special education centres, in order to ensure inclusive library services for the visually impaired.

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