scholarly journals THE FREQUENCY OF USAGE OF DIFFERENT WORK FORMS IN AN INCLUSIVE TEACHING ENVIRONMENT

2018 ◽  
Vol 8 (2) ◽  
pp. 47-54
Author(s):  
Saša Stepanović ◽  
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Group Work ◽  
Social Engagement ◽  
Systematic Observation ◽  
The Social ◽  
Sensory Impairments ◽  
Form Alone ◽  
Auditory Impairments ◽  
The Individual

The aim of this study was to investigate how frequently the different forms of work (frontal, individual and group) are used in the Serbian inclusive education. The sample consisted of 16 elementary schools in Serbia which pupils with sensory impairments attend (visual and auditory impairments: N=69). Systematic observation has been used on 382 classes. Results have shown that in the majority of classes the frontal form was predominantly used (67.7%). Significantly less present was the individual form (22.6%), while the variations of group work were the least frequently used. Considering the goals of inclusive education with the fact that the social engagement of pupils with sensory impairments in class can be beneficial, the frontal form alone is not enough for an effective teaching process. Despite its practicality, it is necessary to use the frontal form in balance with other work forms in all the phases of the class.

scholarly journals The share of the teaching methods in the inclusive education on the appropriate sample at the territory of the City of Belgrade

2018 ◽  
pp. 835-848
Author(s):  
Sasa Stepanovic
Keyword(s):  
Inclusive Education ◽  
Systematic Observation ◽  
Class Time ◽  
Social Forms ◽  
Social Nature ◽  
The Social ◽  
The Republic ◽  
Auditory Impairments ◽  
The Individual ◽  
The City

The aim of this study was to investigate the frequency of their usage in an inclusive teaching environment. The sample consisted of 16 elementary schools on the territory of the Republic of Serbia, which pupils with sensory impairments attend [visual and auditory impairments: N=69]. Systematic observation has been used as a method on 382 classes of sixth and seventh grade to collect data on the usage of social forms of work. Results have shown that in the two-thirds of observed classes the frontal work form was predominantly used [67.7%], following the individual work form [22.6%] present in a much lower degree, while the group work form [1.7%] and working in pairs [1.3%] were the least frequently used. Teacher-centered class is still a constant in schools, and the dominant usage of the frontal work form as well, by that very fact. This form has its advantages among which the efficiency in using the available class time stands out. However, this form by itself does not consider the social nature of learning which full understanding is mandatory for effective teaching. Therefore, it is necessary to use it in balance with individual and group forms in all phases of class.

scholarly journals THE PREVALENCE OF DIFFERENT TEACHING METHODS IN INCLUSIVE EDUCATION

2019 ◽  
Vol 9 (1) ◽  
pp. 24-29
Author(s):  
Saša Stepanović ◽  
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Regulatory Elements ◽  
Seventh Grade ◽  
Quality Of Teaching ◽  
Sensory Impairments ◽  
Inclusive Schools ◽  
Auditory Impairments

Teaching methods represent the basic, regulatory elements of the teaching process. The aim of this study was to investigate the prevalence of different methods in inclusive Serbian schools. The sample consisted of 16 elementary schools attended by pupils with sensory impairments (visual and auditory impairments: N=69). 382 school classes of sixth and seventh grade were systematically observed to register the frequency of method used. Results have shown that the most frequently used method was the monologue (39,7%) followed by the dialogic method (39,2%) while other methods were used far less often (written/graphic presentation (12,3%), working with text (5,8%) and demonstration (2,8%)). The quality of teaching can be significantly lowered if one method is predominantly used in class. Implications for more effective teaching in inclusive schools are discussed, with special regard to pupils with sensory impairments.

Social Engagement of Employees

2016 ◽  
Vol 39 (1) ◽  
pp. 41-54
Author(s):  
Urszula Bukowska
Keyword(s):  
Social Engagement ◽  
Social Dimension ◽  
Organizational Engagement ◽  
Employee Volunteering ◽  
The Social ◽  
The Individual

The aim of the article is to determine the degree of universality, ways of expression and the benefits of social engagement of employees. Employees can get involved not only in work but also in the functioning of the organization. The social engagement is the organizational engagement in case of the enterprise implementing the concept of CSR. Most often it is expressed as employee volunteering. The volunteering can have many forms and types. The benefits of social engagement have the individual, organizational and social dimension.

Inclusion of Tallented Children (Pupils) In the Current Czech Education System

2020 ◽  
Vol 12 (1) ◽  
pp. 54-68
Author(s):  
Lenka Gulová ◽  
Stanislav Střelec
Keyword(s):  
Inclusive Education ◽  
Special Educational Needs ◽  
Cognitive Dimension ◽  
The Czech Republic ◽  
The Social ◽  
Intellectual Abilities ◽  
The Status ◽  
The Individual ◽  
Educational Potential ◽  
Insight Into

When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child’s development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources.

scholarly journals INDIVIDU, KOMUNITAS, DAN NEGARA DALAM KONTEKS PEMBENTUKAN COMMUNITY CIVICS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Mohammad Imam Farisi ◽  
Lukiyadi Lukiyadi
Keyword(s):  
Elementary Schools ◽  
Social Science ◽  
Social Order ◽  
Qualitative Content Analysis ◽  
Ideal Type ◽  
School Students ◽  
Text Book ◽  
Analysis Technique ◽  
The Social ◽  
The Individual

Abstrak. Penelitian ini bertujuan untuk mendeskripsikan status dan peran individu, komunitas, dan negara-bangsa bagi pembentukan kewarganegaraan komunitas sebagaimana dikonstruksi di dalam buku-buku teks Ilmu Pengetahuan Sosial SD. Penelitian menggunakan teknik analisis konten kualitatif. Sumber data penelitian adalah enam buku teks elektronik IPS-SD kelas I-VI SD/MI karya Nursa’ban dan Rusmawan (2008; 2010a,b) (kelas I—III); Suranti dan Setiawan (2009a,b) (kelas IV-VI). Hasil penelitian menunjukkan bahwa secara pedagogis status dan peran individu komunitas, dan negara-bangsa bagi pembentukan kewarganegaraan komunitas dikonstruksi sejalan dengan ideologi “tertib-sosial” dan “tipe ideal” melalui penggunaan simbol, slogan, pesan, tujuan, dan gagasan, serta didukung melalui penggunaan politik kesejarahan. Persoalan-persoalan demokrasi seperti konflik sosial, isu dan masalah kontemporer dan kontroversial di wilayah tabu yang juga merupakan persoalan nyata masyarakat belum banyak diungkap karena dianggap dapat mengganggu tertib-sosial dan tipe ideal yang dicitakan. Kata Kunci: buku teks, sekolah dasar, ilmu pengetahuan sosial, kewarganegaraanTHE INDIVIDUAL, COMMUNITY, AND COUNTRY IN THE CONTEXT OF COMMUNITY CITIZENSHIP FORMATION Abstract. This study was aimed to describe the individual, community, and country status and roles for the formation of community citizenship as constructed in textbooks of Social Science in elementary schools. The study utilized the qualitative content analysis technique. The data sources were six electronic textbooks of Social Science for elementary school students for grades I-VI written by Nursa’ban and Rusmawan (2008; 2010a,b) (grades I-III); written by Suranti and Setiawan (2009a,b) (grades IV-VI). The findings of the study showed that the individual, community, and country status and roles for the community citizenship formation was constructed in accordance with the “social-order” and “ideal-type” ideology through the use of symbols, slogans, messages, objectives, and ideas, and supported by the use of the historical policy. Problems of democracy such as social conflicts and issues, contemporary and controversial problems in the closed areas as real community problems had not been explored because it could disrupt the social order and ideal type. Keywords: text-book, elementary schools, social sciences, community citizenship

scholarly journals The Social Unconscious in Action: Linking Theory to Group Work with Young Adults

2017 ◽  
Vol 50 (2) ◽  
pp. 203-216 ◽  
Author(s):  
Connie Geyer
Keyword(s):  
Young Adults ◽  
Group Work ◽  
Group Analysis ◽  
Individual Group ◽  
The Unconscious ◽  
The Social ◽  
Social Unconscious ◽  
Extensive Body ◽  
Psychosocial Processes ◽  
The Individual

Analysing unconscious anxieties and defences is essential to psychoanalytically informed approaches, including group analysis. While psychoanalysis focuses on the intrapsychic reality of the individual, group analysis studies the interrelations between intrapsychic and social realities as they are revealed in groups. Here, the concept of the ‘social unconscious’ has gained prominence in recent years. However, while there is an extensive body of work on the unconscious in psychoanalysis, the group analytic concept of the ‘social unconscious’ and its clinical applications are less well understood. In the first part of the article, theoretical contributions towards defining the ‘social unconscious’ are critically reviewed and discussed. In the second part of the article, the possibilities and limitations of the concept for understanding psychosocial processes are examined in relation to an anonymised vignette from a mentalization-informed psychotherapy group for young adults with a range of emotional difficulties. The article concludes with a summary and reflections.

Social Participation in Inclusive Classrooms: Empirical and Theoretical Foundations of an Intervention Program

2015 ◽  
Vol 14 (3) ◽  
pp. 375-388 ◽  
Author(s):  
Ariana Garrote ◽  
Rachel Sermier Dessemontet
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Social Participation ◽  
Intervention Program ◽  
Special Educational Needs ◽  
Regular Group ◽  
The Social ◽  
The Individual ◽  
Socially Excluded ◽  
General Education Classrooms

Improving the social participation of children with special educational needs (SEN) is one of the central goals of inclusive education. However, studies consistently show that children with SEN included in general education classrooms are at risk of being socially excluded by their peers. Interventions are required to promote every child’s social participation. This article reviews skill-based, environment-based, and multicomponent interventions promoting the social participation of children with SEN included in general education classrooms. It then describes a multicomponent intervention program encompassing intervention strategies taking place at the individual, group, and teacher level. A first strategy is to provide pupils with opportunities to learn social skills in peer learning dyads. A second aims at forging a common group identity by holding regular group meetings to discuss common social goals. A third consists of supporting teachers to improve their feedback.

scholarly journals SOCIAL ASPECT OF MUSEUM-EDUCATIONAL INTERACTION

2021 ◽  
pp. 27-42
Author(s):  
N. Filipchuk ◽  
Z. Udych
Keyword(s):  
Inclusive Education ◽  
Personal Development ◽  
Learning Experience ◽  
Age Groups ◽  
Social Model ◽  
Natural Phenomenon ◽  
Social Aspect ◽  
The Social ◽  
The Individual ◽  
Education Support

The review article describes the social aspect of museum-educational interaction. It turns out that a museum is a unique place where an essential social model of ‘lifelong learning’ can be successfully implemented. It has been found that since the modern understanding of education as a process throughout life is associated with a person’s continuous personal development; the introduction of this concept in the museum space of culture is an obvious and natural phenomenon. In the museum, through studying and learning experience, the adaptation of the individual to the social and natural environment occurs using knowledge of past and present human existence. It has been found that museum pedagogy, as well as the learning process itself, should be considered in the context of its purpose, to apply its inherent methods, tools, technologies to all age groups, differing in education, social status, motivational interests, and more. It is substantiated that the use of the potential of museum institutions is expedient in the conditions of inclusion. The authors prove that it is necessary to start implementing inclusion in the museum with special training of employees, which provides for the formation of values, sustainable and positive motivation to interact with people with disabilities, inclusive competence to interact with people with different communicative, intellectual, physical, sensory opportunities and persons accompanying them (assistants, parents, sign language interpreters, etc.). Such training can be provided by inclusive education support centers, inclusive resource centers, advanced training centers, specialists working in inclusive education, etc. Excursion as a form of guided museum visit in an inclusive museum corresponds to the principle of accessibility, which involves not only providing verbal information but also involving all other senses of the visitor: tactile in combination with auditory, providing the ability to feel the vibration of the object, texture, material, etc.

scholarly journals Hubungan Self-Efficacy dan Social Loafing Tendency Pada Mahasiswa

2018 ◽  
Vol 1 (1) ◽  
pp. 258-263
Author(s):  
Regina A S Purba ◽  
Rika Eliana
Keyword(s):  
College Students ◽  
Learning Process ◽  
Group Work ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Learning Approach ◽  
Social Loafing ◽  
The Social ◽  
The Individual ◽  
The University

Pendekatan pembelajaran yang berbasis tugas atau kerja kelompok bukan hal yang asing bagi para mahasiwa. Namun tugas yang diberikan dengan cara berkelompok memungkinkan terjadinya pemalasan sosial (social loafing), dimana individu mengurangi usahanya ketika ia bekerja dalam kelompok, dibandingkan ketika ia bekerja secara individual. Artinya pemberian tugas secara berkelompok bisa membuat individu yang seharusnya bertanggung jawab secara pribadi apabila tidak terkontrol dapat memungkinkan terjadinya pemalasan sosial yang justru menurunkan efektivitas pembelajaran itu sendiri. Untuk itu penelitian ini dilakukan bertujuan untuk mengetahui apakah ada hubungan self- efficacy (keyakinan seseorang tentang kemampuan individu untuk melakukan satu tugas) dengan social loafing tendency. Penelitian ini dilaksanakan terhadap 300 mahasiwa pertanian dari dua universitas di kota Medan yaitu 150 mahasiswa dari Universitas Sumatera Utara dan 150 mahasiswa dari Universitas Methodis Indonesia. Proses pembelajaran melalui metode pembelajaran yang berbasis tugas kelompok cukup dominan menonjol khususnya di fakultas Pertanian di kedua universitas tersebut. Pengukuran menggunakan alat ukur Social Loafing Tendency berdasarkan teori Latane, sedangkan Self Efficacy berdasarkan Bandura. Hasil penelitian menunjukkan bahwa ada hubungan negative antara kedua variable tersebut. Semakin tinggi self-efficacy seseorang maka semakin rendah social loafing tendency.   A task-based or group work learning approach is not a new thing for the college students. But the task given in groups allows social loafing, where the individual reduces his effort when he works in groups, compared to when he works individually. This means that giving assignments in groups can make individuals who should be personally responsible if they are not controlled can allow social idling which actually reduces the effectiveness of learning itself. For this reason, the study was conducted aimed at finding out whether there is a relationship between self-efficacy (a person's belief in an individual's ability to do a task) and social loafing tendency. The study was conducted on 300 agricultural students from two universities in Medan, with 150 students from the University of Sumatera Utara and 150 students from the Methodist University of Indonesia. The learning process through group-based learning methods was quite dominant, especially in the Faculty of Agriculture in both universities. The measurements done by using a Social Loafing Tendency based on Latane theory and Self Efficacy which based on Bandura. The results showed that there was a negative relationship between the two variables. The higher a person's self-efficacy, the lower the social loafing tendency.

Liberté d'opinion et limite normative dans une représentation sociale: le développement de l'intelligence 1Ce texte reprend l'essentiel d'un exposé présenté en juin 1998 à la Faculté de Psychologie et des Sciences de l'Education de Genève, à l'occasion de la collation du Doctorat Honoris Causa de l'Université de Genève à l'auteur.

1999 ◽  
Vol 58 (3) ◽  
pp. 201-206 ◽  
Author(s):  
Claude Flament
Keyword(s):  
Social Representations ◽  
The Social ◽  
The Individual

This paper is concerned by a possible articulation between the diversity of individual opinions and the existence of consensus in social representations. It postulates the existence of consensual normative boundaries framing the individual opinions. A study by questionnaire about the social representations of the development of intelligence gives support to this notion.

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