Adulthood transition of students with special educational needs in Portugal: Preliminary results of professionals perceptions

Purpose of study: This paper presents preliminary results of a study that aims to understand the transition process (TP) delivered at schools for students with special educational needs (SEN). Methods: A questionnaire was developed taking into account the following dimensions: Professional performance; TP of students with SEN, adaptations in the learning process, training pathways and TP in the labour market. Participants were 616 teachers who work in the TP. Findings and results: Results demonstrate that there should exist closer links between schools and the community; the existed training pathways are more directed to mild SEN, and the majority of the teachers agree that there should be more local business community’s awareness to include these students as potential employees. Conclusions and recommendations: Conclusions of this study illustrate that the access of these students to appropriate training can be fundamental in promoting professional qualification and inclusion of students with SEN. Keywords: Transition process, individual transition plan, special educational needs.

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The ICT and New Scenarios for Diversity

Sustainability in Environment ◽

10.22158/se.v5n3p1 ◽

2020 ◽

Vol 5 (3) ◽

pp. p1

Author(s):

José Manuel Salum Tomé, PhD.

Keyword(s):

Educational System ◽

Learning Process ◽

New Technologies ◽

Social Institution ◽

Educational Needs ◽

Special Educational Needs ◽

New Knowledge ◽

Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

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Inclusive Approach in Teaching Students with Special Educational Needs – a Chance to Change the Polish School

Annales Universitatis Mariae Curie-Sklodowska sectio N Educatio Nova ◽

10.17951/en.2021.6.43-57 ◽

2021 ◽

Vol 6 ◽

pp. 43-57

Author(s):

Zofia Pomirska

Keyword(s):

Learning Environment ◽

Educational Policy ◽

Inclusive Education ◽

Learning Process ◽

Educational Needs ◽

Legal Aspects ◽

Special Educational Needs ◽

Environment Friendly ◽

Inclusive Approach ◽

Teaching Learning

The article deals with the issue of inclusive education, which is one of the priorities of contemporary educational policy. The author describes both the idea of inclusion and the assumptions of inclusive education, as well as introduces the legal aspects of this issue. Particular attention was paid to the situation of students with special educational needs, for whom inclusive education is an opportunity to optimize the teaching-learning process. The final part of the article presents selected practical solutions that can be used by teachers to build a learning environment friendly to students with special educational needs.

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Transition for a Student With Special Educational Needs From Primary to Secondary School in Hong Kong

Australasian Journal of Special Education ◽

10.1017/jse.2013.8 ◽

2013 ◽

Vol 37 (1) ◽

pp. 49-63 ◽

Cited By ~ 6

Author(s):

Chris Forlin ◽

Kenneth Kuen-Fung Sin ◽

Rupert Maclean

Keyword(s):

Hong Kong ◽

Secondary School ◽

Transition Process ◽

Primary Teachers ◽

Educational Needs ◽

Special Educational Needs ◽

Study Approach ◽

Government Documents ◽

Group Interviews

In this paper the authors employ a case study approach to investigate the transition process for a student with special educational needs from a Hong Kong subsidised primary school into a secondary school. An analysis of transcripts from individual and focus group interviews with the student, his parents, his 4 primary teachers and his 10 secondary teachers, as well as government documents and notes of school observations, indicated that a lack of formal procedures for supporting a student's transition can result in a range of significant difficulties. The discussion focuses on the urgent need to develop strategic guidelines at a systemic level within Hong Kong, with a much greater focus on a collaborative school approach rather than the current overreliance on the parents to lead this process.

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Forms and methods of inclusive work in mathematics lessons in primary school

Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky ◽

10.24195/2617-6688-2021-2-9 ◽

2021 ◽

Vol 2021 (2 (135)) ◽

pp. 68-74

Author(s):

Tetyana Hordienko ◽

Larysa Dubrovska ◽

Valery Dubrovsky

Keyword(s):

Primary School ◽

Learning Process ◽

Educational Level ◽

Teacher Support ◽

Educational Needs ◽

Family Interaction ◽

Educational Process ◽

Inclusive Classroom ◽

Special Educational Needs ◽

Innovative Technologies

The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.

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Real Dimensions of Binary Lectures in the Thematic Specialization “Gamification and Tools for Its Application”

Педагогически форум ◽

10.15547/pf.2020.024 ◽

2020 ◽

Vol 8 (3) ◽

pp. 67-80

Author(s):

Borislava Petrova ◽

Lina Yordanova

Keyword(s):

Learning Process ◽

Teaching Methods ◽

Educational Needs ◽

Active Participation ◽

Special Educational Needs ◽

Innovative Teaching ◽

Effective Training ◽

Teacher Needs

The modern teacher needs knowledge of methods that ensure the active participation of students in the learning process. Gamification has proven capabilities in this direction and is defined as one of the successful innovative teaching methods in the XXI century. The mastering of this method by the teachers is a subject of thematic specializations, which to one degree or another become for the participants an easily appreciable example of learning processorganization. This article shares experiment in organizing such specialization through co- teaching or binary lectures. The described model of co-teaching leads to effective training of teachers in the specialization according to the opinion of the teachers themselves, who over 50% work for the Center for Support of Children with Special Educational Needs (SEN).

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The ICT and New Scenarios for Diversity

Advances in Social Sciences Research Journal ◽

10.14738/assrj.78.8880 ◽

2020 ◽

Vol 7 (8) ◽

pp. 461-474

Author(s):

José Manuel Salum Tomé

Keyword(s):

Educational System ◽

Learning Process ◽

New Technologies ◽

Social Institution ◽

Educational Needs ◽

Special Educational Needs ◽

New Knowledge ◽

Teaching Learning

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Comparative Analysis of Inclusive Education in Germany and Sweden

Вестник практической психологии образования - Bulletin of Psychological Practice in Education ◽

10.17759/bppe.2021180210 ◽

2021 ◽

Vol 18 (2) ◽

pp. 90-99

Author(s):

E.V. Tretyak

Keyword(s):

Comparative Analysis ◽

Special Needs ◽

Inclusive Education ◽

Learning Process ◽

Educational Needs ◽

Equal Access ◽

Children With Special Needs ◽

Access To Education ◽

Special Educational Needs ◽

The World

Currently, inclusive education is the dominant approach to ensuring equal access to education for students with special educational needs around the world. Inclusion entails the restructuring of basic school education, taking into account the needs of each student, and because of this, problems arise associated with the organization of the learning process. This article provides a comparative analysis of inclusive education on the example of countries such as Germany and Sweden, which have different views on how to implement inclusive education for children with special needs.

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TO THE QUESTION OF PROFESSIONAL RETRAINING OF TEACHERS-ASSISTANTS FOR PRESCHOOL INSTITUTIONS OF A GENERAL TYPE AT THE UNIVERSITY

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2020-3.1728-5496.13 ◽

2020 ◽

Vol 67 (3) ◽

pp. 97-105

Author(s):

K.S. Akhmetkarimova ◽

◽

R.Sh. Abitaeva ◽

Keyword(s):

General Type ◽

Preschool Education ◽

Educational Needs ◽

Special Educational Needs ◽

Joint Work ◽

Preliminary Results ◽

Trained Teacher ◽

The University ◽

Teacher Assistant

The article raises the question of the need to retrain teachers of preschool organizations for the new position of a teacher-assistant. The reasons for the improper performance of official duties in working with children with special educational needs are noted. The need to retrain applicants for the position of a teacherpsychologist from educators-practitioners in a university is justified by the introduction of recent changes in the qualification characteristics of the positions of teachers and persons equated to them. Attention is drawn to the fact that most of the teachers of preschool institutions in Zhezkazgan are not ready to work with children with special educational needs. For systematic work with teachers and children, this category needs a trained teacher-psychologist. The emphasis is on the fact that in the context of the implementation of new standards of preschool education, the readiness and ability of the teacher-assistant to work with children should be the norm. The preliminary results of the study of the readiness of applicants to work with preschoolers with special educational needs both during the course period of retraining at the university and in the post-course period are presented. The role of the department in further joint work with preschool institutions in the retraining of educational psychologists is revealed.

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