TEACHERS’ AND PARENTS’ COOPERATION ROLE WITHIN PROVISION OF PEDAGOGICAL PROCESS AT SPECIAL EDUCATION

2015 ◽  
Vol 2 ◽  
pp. 163
Author(s):  
Ilga Prudnikova ◽  
Emilija Cernova
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Education Programs ◽  
Severe Intellectual Disabilities ◽  
Individual Education Programs ◽  
Teachers And Parents ◽  
Individual Education

In the article, the cooperation topicality is justified as well as teachers’ and parents’ of pupils with moderate and severe intellectual disabilities cooperation role within pedagogic process. The authors of the article define the approach in the base of which there is teachers’ and pupils parents’ cooperation in development of individual education programs. Thanks to which the abilities of the pupils of for pupils with moderate and severe intellectual disabilities are discovered and used as well as the need of these pupils to learn to act themselves is promoted . In the result of the empiric research, it is established that, in the evaluation of all the respondents, the indices over the research have changed with positive dynamics. This certifies that the society influences positively the pupils activities who are involved into the research.

The Use of Individual Education Programs for Children in Australian Schools

2012 ◽  
Vol 36 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Ian Dempsey
Keyword(s):  
Longitudinal Study ◽  
Student Outcomes ◽  
Independent Schools ◽  
Education Programs ◽  
Discussion Section ◽  
Education Practice ◽  
School Variables ◽  
Individual Education Programs ◽  
Students With A Disability ◽  
Individual Education

A cornerstone of special education practice is customising instruction to meet individual students’ needs. Individual education programs (IEPs) are used in many countries to document the manner in which such instruction is customised and to provide a record of student outcomes. Using 2009 data from the Longitudinal Study of Australian Children, this paper examines a range of student and school variables associated with Australian children aged 8 to 9 years who had an IEP at the time. There were significant differences across government, Catholic and independent schools, and significant differences across the states and territories in the use of IEPs. The Discussion section of the paper explores possible reasons for those differences and the desirability for more consistent use of IEPs with students with a disability in Australia.

How to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: Teachers’ perspectives on skills, knowledge and attitudes

2018 ◽  
Vol 17 (6) ◽  
pp. 837-856 ◽  
Author(s):  
Sabine Weiss ◽  
Reinhard Markowetz ◽  
Ewald Kiel
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Qualitative Content Analysis ◽  
Further Education ◽  
Student Population ◽  
Knowledge And Attitudes ◽  
Teacher Student ◽  
Work Distribution ◽  
Severe Intellectual Disabilities ◽  
Student Relationship

The present study investigated the requirements for teaching students with moderate and severe intellectual disabilities in inclusive and special education settings, emphasising the skills, knowledge and attitudes that teachers need. Drawing on investigative group discussions with teachers and principals, qualitative content analysis was used to categorise these skills, knowledge and attitudes. Key requirements in teaching this student population include skills to implement individualised and differentiated teaching, as well as creating individually adapted learning materials. Leadership and counselling abilities are also required in order to ensure successful collaboration between different actors by clarifying roles and hierarchies and negotiating work distribution and expectations. The teacher–student relationship should be characterised by an attitude of appreciation, openness and, in particular, a focus on the positive, regardless of the student’s behaviour, requiring a balance between closeness to the student and an appropriate distance. Finally, it is important when teaching this student population to care for one’s own mental and physical health over the longer term. The article concludes by discussing target-oriented strategies and measures for teachers’ work practices and further education to strengthen the requisite skills, knowledge and attitudes, particularly with a view to inclusion.

What About Me?

2022 ◽  
pp. 57-72
Author(s):  
Frank Goode
Keyword(s):  
School Districts ◽  
Children With Disabilities ◽  
Referral Process ◽  
Teacher Concerns ◽  
Education Programs ◽  
Individual Education Programs ◽  
Individual Education

Children with differences do not need to be fixed or cured or pitied. Children are valuable simply for the person they are and will be. Schools and school districts have sought to remediate the weaknesses of children with disabilities without focusing on or utilizing the strengths and interests of children with disabilities as the basis for individual education programs (IEP). Beginning with a pre-referral process that focuses on parent or teacher concerns for children, driving an evaluation that focuses on a child's weaknesses, leading to an IEP built on remediating weaknesses that often ignore an individual's strengths and interests, the process and end product are focused on deficits in children. This chapter will present an alternative to this model, an alternative focused on identifying and utilizing a child's strengths and interests in the development of IEPs.

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