scholarly journals An Anthropological Journey to the Field of Disability: Teaching and Research by a Disabled Anthropologist in Greece

Journal ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 24-33
Author(s):  
Lazaros Tentomas
Keyword(s):  
High School ◽  
General Education ◽  
Participant Observation ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teaching Procedure ◽  
The Disabled ◽  
Set Up ◽  
Intersubjective Experience ◽  
The Relationship

This article will discuss the relationship between anthropology and disability based on my fieldwork at a high school catering to special educational needs in Greece. More specifically, it will present the negotiating terms of the disabled anthropologist/teacher, who is conducting fieldwork inside and around the school area, as an example of autobiographical ethnography. I will explain the kind of perception and the degree of the identity that is the disabled person both as teacher and ethnographic researcher. These are two fields that ‘bother’ the disabled anthropologist/teacher and at the same time they create the condition for self-reflexivity on the nature of anthropology as well as teaching. Incidents that illustrate tensions, arguments, and collaboration with the informants (colleagues, students, parents, education officials, academics) during the participant observation, set up the template for the anthropological undertaking as well as the teaching procedure. This article also critically presents the events following the fieldwork when the anthropologist moves workplace by leaving the high school catering to special educational needs, where he taught and conducted the fieldwork, to teach at a general high school. This transition provides us with additional ethnographic data regarding the relationship between special education and general education by considering how students at the general high school then reacted to my fieldwork when I shared it as part of my social science teaching. This journey illustrates and explains why disability exists at the limit of the intersubjective experience inside the Greek educational system.

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.

scholarly journals Las técnicas escultóricas de reproducción como medio de integración para alumnado con discapacidad

2019 ◽  
pp. 21
Author(s):  
Jose Javier Ángeles
Keyword(s):  
High School ◽  
Secondary Education ◽  
Key Words ◽  
Vocational Training ◽  
Self Esteem ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Palabras Clave

Resumen. El siguiente artículo es una descripción interpretativa de una experiencia basada en la realización de un taller de técnicas de reproducción escultórica a partir de moldes de alginato, dirigido al alumnado con necesidades educativas especiales del Programa Específico de Formación Profesional Básica (PEFPB), realizado en un instituto de enseñanza secundaria. Se ha llevado a la práctica una metodología de interacción colectiva, monitorizada por los profesores del centro, en la que se ha empleado alginato dental como material para la confección de moldes, el cual, al ofrecer unas cualidades de copia excepcionales, permite al alumnado experimentar de manera manipulativa y visual todos los cambios que la materia comprende desde el proceso de mezcla de polvo y agua hasta la obtención de la reproducción. Las introducciones y explicaciones impartidas han sido simplificadas para obtener una mejor lectura y comprensión por parte del alumnado, introduciendo como ejemplo imágenes de obras escultóricas obtenidas mediante este procedimiento artístico. Además, se han realizado pequeñas demostraciones previas a la actividad para que el alumnado analice de forma visual cómo se manipula la materia, planteando como objetivo la reproducción de su propia mano en escayola. Cuando los conceptos y lenguajes artísticos se adaptan a las capacidades y necesidades del alumnado, hacen del aula un lugar de integración y cooperación, en el que los alumnos se introducen en experiencias visuales y manipulativas con las que descubren nuevos mecanismos de expresión. Palabras clave: integración, discapacidad, escultura, alginato, moldes, autoestima. Abstract: The following article is an interpretative description of a workshop devoted to sculpture reproduction based on alginate moulds addressed to students with special educational needs within the Specific Programme of Basic Vocational Training at a secondary education high-school. This workshop, supervised by teachers at the high-school, was performed following an interactional collective approach and using dental alginate for the production of moulds. Offering exceptional reproduction features, this material allowed the students to participate in a sensorial experience by means of the observation of all the changes that it suffers; from the mixing of alginate powder and water to the composition of the reproduction itself. The instructions and explanations given were simplified to obtain a better understanding of the students. Different images showing examples of sculpture works obtained by means of this technique were also provided. I addition, prior demonstrations were carried out so that the students could visually analyse how the material should be handled, suggesting the making of a plaster reproduction of their own hands. When concepts and artistic languages meet the student’s needs and capacities, they make the classroom a place for integration and cooperation where students live sensorial experiences which help them discover new ways of expression. key words: integration, disability, sculpture, alginate, molds, self-esteem.   DOI: http://dx.doi.org/10.7203/eari.10.14228

scholarly journals TEACHING TECHNIQUES APPLIED IN SENIOR HIGH SCHOOL FOR STUDENTS WITH SPECIAL NEEDS (SMALB)

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Puji Rahayu
Keyword(s):  
High School ◽  
Foreign Language ◽  
Special Needs ◽  
Educational Needs ◽  
Senior High School ◽  
Special Educational Needs ◽  
Teaching English ◽  
Teaching Techniques ◽  
Students With Special Needs ◽  
Mainstream Students

Teaching English as a foreign language to students with special needs is somewhat different of those mainstream students. The teachers may face lots of difficulties and therefore, they must apply different techniques in teaching the students. The goal of this study is to figure out the techniques applied for Teaching English to students with special educational needs. This study is conducted in a Senior high school for students with special needs (SMALB) in Banjarmasin, South Kalimantan. The study is based on classroom observations and interview with the English teacher. The findings conclude that teacher applied six different techniques in teaching English as follow; (1) transcription, (2) Question and Answer, (3) Repetition Drill, (4) Reading Aloud, (5) Memorization and (6) Reading aloud.Keywords: students with special educational needs, teaching techniques, english as a foreign language

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.

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