scholarly journals CHARACTERISTICS OF EMOTIONAL BURNOUT OF TEACHERS WHO WORK WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2021 ◽  
Vol 2021 (2) ◽  
pp. 53-59
Author(s):  
Olha Forostian ◽  
Hanna Sokolova
Keyword(s):  
Empirical Study ◽  
Life Experience ◽  
High Stress ◽  
Educational Needs ◽  
Special Role ◽  
Special Educational Needs ◽  
Personal Standards ◽  
Leading Role ◽  
High Level ◽  
Emotional Burnout

The article is devoted to an empirical study of the characteristics of emotional burnout of teachers who work with children with special educational needs. The problem is exacerbated by the need to meet high professional and personal standards, to provide educational services at a high level, to maintain their own mental health and the course of activities in special pedagogical conditions. All the selected factors of influence and compliance put the modern special educator in new conditions that significantly complicate his/her already intense activities. High stress of pedagogical activity creates risks of formation of emotional burnout. The conducted empirical research revealed the features of emotional burnout of teachers who work with children with special educational needs; it also identified areas of positive manifestations through the activation of which it is possible to carry out psychoprophylactic actions. It was found that a special role in the formation of emotional burnout belongs to resistance, which can perform the function of "psychological resistance" of the teacher to the conditions and specifics of his/her professional life; it allows him/her to perform professional duties. In the structure of emotional burnout of teachers who work with children with special educational needs, it is resistance that plays a leading role, allows without leaving the profession to carry out a complex procedure of psychological and pedagogical support of special children. The special role in prevention of emotional burnout of age and pedagogical experience of the specialist is shown. Life experience, personal maturity and stability of the value sphere contribute to greater resistance to the negative factors of intense psycho-emotional activity of the teacher; they eliminate the manifestations of many indicators of emotional burnout. Prospects for further research are to clarify and verify the identified trends, in particular, the empirical study of those features of emotional burnout of teachers who work with children with special educational needs related to professional experience, but may be "masked" by age.

scholarly journals Tolerance as a dominant social partnershih of intellectual education subjects

2019 ◽  
Vol 65 (2) ◽  
pp. 362-367
Author(s):  
Zhanna Shinkaryova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Effective Interaction ◽  
Age Groups ◽  
Educational Needs ◽  
Point Of View ◽  
Practical Implementation ◽  
Special Role ◽  
Special Educational Needs ◽  
Social Partnership

The article stresses the necessity of forming a tolerant attitude towards others in order to ensure effective interaction of all subjects of inclusive education, namely: pedagogical staff; children (both with special needs and ordinary pupils); parents, or persons who replace them. A comparative analysis of the content load of the concepts of «inclusive education» and «tolerance» is made. The ideology of social partnership and the establishment of «social peace» are defined. The compromise, as the leading method of solving social conflicts within the framework of social partnership, is emphasized. It has been determined that cooperation of all subjects in the context of inclusive education should be based on universal values, mutual respect and tolerance. It is proved that social partnership is a pledge of non-conflict tolerant interaction of children with special needs and their environment. The special role of the teacher from the point of view of tolerance is outlined, and the importance of possessing the technology of tolerant communication. It is emphasized that personal example and favorable environment help to establish and practical implementation of the value of tolerance. It is proved that one of the conditions for inclusion of a child in inclusive education is the ability of parents to consciously perceive the child’s condition, to be able to work with teachers, acting as their active assistants. It is stressed that the problem of education of tolerance for people with special educational needs should unite specialists of different directions and levels: philosophers, psychologists, teachers, managers, etc.; The representatives of different age groups are no exception. Tolerance, as the key value of the individual, has to become the dominant social partnership of all subjects of inclusive education, the uniting solution for a brick for the full development of children with special educational needs.

scholarly journals DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES OF A SOCIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 66 (2) ◽  
pp. 193-198
Author(s):  
B. Baimenova ◽  
◽  
S. Zhubakova ◽  
B. Kiyassova ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Speech Disorders ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
Professional Activities ◽  
Pedagogical Competence ◽  
High Level

The development of inclusive education in Kazakhstan determines the renewal and improvement of approaches to the training and professional activities of teachers. Inclusive education involves co-education of healthy normally developing children and children with special educational needs. Children with special educational needs in the international classification are defined as children who experience constant difficulties in obtaining education due to: limited development opportunities – hearing, vision, speech disorders; behavioral and emotional problems; environmental factors – economic, social, cultural, the state of thematic health. The inclusion of children with special educational needs in General education organizations requires a change in approaches to education and the implementation of the pedagogical process. This, of course, increases the requirements for the competence of teaching staff. A special place among them is occupied by such a young profession as a social teacher. Its role is huge in the integral pedagogical process of the school, since one of the most important tasks of inclusive education is the full socialization of children with special educational needs. The article reveals the features of psychological and pedagogical competence of a social teacher as an important participant in the educational inclusive process. The authors offer indicators of a high level of psychological and pedagogical competence of a specialist.

scholarly journals Trait Emotional Intelligence of Teachers Working in Special Education Schools

2021 ◽  
Author(s):  
Simas Garbenis ◽  
Keyword(s):  
Special Education ◽  
Emotional Intelligence ◽  
Social Interactions ◽  
School Environment ◽  
Educational Needs ◽  
Trait Emotional Intelligence ◽  
Special Educational Needs ◽  
Significant Research ◽  
High Level ◽  
Emotionally Intelligent

Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.

scholarly journals Psychological and pedagogical characteristics of a future first grader: kindergarten and school continuity problems

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Svetlana Shabas ◽  
Nina Vasilyeva
Keyword(s):  
School Readiness ◽  
First Graders ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Sharing Responsibility ◽  
High Level ◽  
School Maladjustment

The article examines the psychological and pedagogical characteristics of a first grader as a continuity problem indicator between preschool and primary school education levels. The increase in the number of children with special educational needs, inclusion, and modernization of education put children, teachers, and parents in new socio-psychological conditions in which kindergarten graduates may have difficulties in passing the educational route. In preschool and school educational organizations, there are differences in the assessment of the child's psychophysical development specifics, there is a mismatch in the leading education and training lines. The authors show that the continuity problem is currently very relevant and contains problems of an organizational and methodological nature, sharing responsibility problems between a child, family, society, and educational organizations, as well as cooperation problems of all participants in the children transition from one education stage to another. According to the research data, more than a third of future first-graders may fall into the risk group for possible school maladjustment. More than half of children have impaired hand-to-eye coordination and a high level of anxiety. The revealed relative disadvantage indicators of the children's psychophysical development indicate the need for meaningful cooperation between kindergarten teachers, educational institutions, and parents to create conditions for success in the continuity of various stages for adequate readiness for school for each child. The main areas of interaction can be the kindergarten teachers-psychologists training in early prevention of school maladjustment, psychological and pedagogical education of parents of future first-graders on school readiness, and increasing the kindergarten teachers competence in working with children with special educational needs.

scholarly journals Hodnocení inkluzivních jednotek žáků se specifickými vzdělávacími potřebami do hodin běžné tělesné výchovy

2016 ◽  
Vol 10 (1) ◽  
pp. 33-41
Author(s):  
Jana Sklenaříková ◽  
Radka Bartoňová ◽  
Alena Skotáková ◽  
Lýdie Brázdová
Keyword(s):  
Czech Republic ◽  
Physical Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Integration Process ◽  
The Czech Republic ◽  
High Level

Inclusion is described as the culmination of the integration process when conditions are created so that it can integrate individuals with special educational needs in intact population. The aim of the research was to determine how works inclusion of children with health disabilities in physical education classes in the Czech Republic at the various schools. It was performed research based on the range of DIC-CIT (Válková, Bartoňová & Ahmetaševič, 2012) which outlined the activities of students with disabilities in inclusive class. Results scaling by using CIT-DIC revealed time characteristics of the actual integration of students into physical education, into parallel activities and teacher’s assistants activities. From the results of our research is clear that in selected schools with inclusion in physical education receives at a high level.

scholarly journals Formation of an inclusive educational environment of educational institutions

2020 ◽  
Vol 13 (32) ◽  
pp. 1-19
Author(s):  
Chupakhina V. Svitlana ◽  
Lopatynska A. Nataliia ◽  
Proskurniak Olena ◽  
Shevchuk Victoria ◽  
Kozibroda Larysa
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
European Countries ◽  
Educational Institutions ◽  
Special Role ◽  
Children With Special Needs ◽  
Special Educational Needs

An inclusive educational environment in Ukraine’s education system is a key factor influencing its intensive reform, enabling access to quality education for persons with special educational needs. The purpose of the academic paper is to develop a scientific approach to the formation of an inclusive educational environment of Ukraine’s educational institutions, taking into account the experience of its creation in European countries. Research methods: comparison, system-structural research, statistical-analytical, tabular, graphic, analytical modeling, as well as methods of abstraction, analysis and generalization. The most effective model for creating inclusion in European countries is the use of a comprehensive (variable) approach, that is, a combination of different forms of involving children in the educational process. Achieving success in the course of the formation of an inclusive environment is possible provided that the management actions of the subjects of the educational process are combined. These should include not only teachers, social workers and students, but also psychologists, methodologists, parents of children with special needs and representatives of state and local bodies, who are delegated the powers and authority to organize the learning environment. Inclusion in education is achieved through the rational distribution of powers between teachers, parents of children with special needs and the authorities. The model of an inclusive environment should be based on the principle of variability and differentiation. In the process of creating a comfortable learning environment for children with mental and physical disabilities, it is important to keep in mind the rights, responsibilities and interests of teachers, as well as children with normal development. A special role in the education of children with personal needs is played by their parents. In the process of forming an inclusive educational environment, insufficient attention is paid to the functions of local authorities. Further scientific investigation requires improving the methodological approaches of inclusive education for applicants of higher education with special educational needs, which optimizes the processes of their social adaptation, resocialization and integration in the social environment.

Training Specialists for the Use of the Resources of the "Moscow Electronic School" in Their Professional Activities for Teaching Schoolchildren with special Educational Needs

2021 ◽  
pp. 9-16
Author(s):  
Yulia Afanasyeva ◽  
Elena Gravitskaya
Keyword(s):  
Higher Education ◽  
Children With Disabilities ◽  
Teaching Practice ◽  
Educational Needs ◽  
Educational Technologies ◽  
Expert Assessment ◽  
Special Educational Needs ◽  
Professional Activities ◽  
High Level ◽  
Training Specialists

The article is devoted to the issues of training specialists in the field of special education using modern digital educational technologies, in particular, using the innovative resources of the Moscow Electronic School. The prerequisites are the urgent need to train modern special teachers who are able to work with children with disabilities and who are proficient in modern digital educational technologies. The purpose of the study is to develop a technology for training specialists in higher education, who own the resources of the "Moscow Electronic School". Research methods: questioning of students, expert assessment of students by pedagogical workers in order to assess the skills and abilities of working in the MES environment. The results of the study indicate that the proposed technology for training specialists in higher education, who own the resources of the Moscow Electronic School, within the elective, has demonstrated rather high results. The study revealed a greater satisfaction of teachers with the preparation of students, namely, an increase in the creative potential, the emergence of students' involvement in practice was noted. In particular, this was noted in the students' independent approach to adapting their lessons to the special educational needs of mentally retarded schoolchildren, in the correct temporal alternation of the stages of working with the interactive panel. So, teachers, heads of practice noted a high level of ownership of MES resources in 2020 among 57% of students, which is almost twice as high as among students who underwent teaching practice in 2018 (31%). The average level in 2020 was registered in 28%, low - in 15%, which is almost two times less than in 2018 (27%). The introduction of such an elective is exclusive, since it is focused on students enrolled in the specialty (defectological) education and solves the following problems: firstly, equipping with the skills and abilities of working in a digital environment, namely the environment of the Moscow Electronic School, and secondly, equipping with specific knowledge and skills of developing electronic content for children with disabilities.

scholarly journals Oculomotor control in children with Special Educational Needs (SEN): the development and piloting of a novel app-based therapeutic intervention

2021 ◽  
Author(s):  
Rosie Clark ◽  
Cathy Williams ◽  
Iain D. Gilchrist
Keyword(s):  
Eye Movement ◽  
Movement Control ◽  
Educational Needs ◽  
Oculomotor Control ◽  
Special Educational Needs ◽  
Eye Movement Control ◽  
Movement Training ◽  
Wide Range ◽  
Full Study ◽  
High Level

AbstractChildren with Special Educational Needs (SEN) often have impaired eye movement control which can impact on a wide range of everyday activities including in the classroom, socialising, participation in sport or crossing a road. Although some health practitioners offer eye movement therapies these tend not to have been systematically developed or evaluated. We have developed a new app to deliver eye movement training, based on detailed scientific understanding of eye movement control and extensive clinical experience with this patient group. We first investigated the acceptability of the app within several schools and made modifications based on detailed feedback from the children. Next, we conducted a pilot study to test the feasibility of using the app with 12 children (5–17 years old) who had SEN. The children successfully undertook app-based training for 10 min per day for 4–5 weeks. There was a high level of attendance and no attrition. We found some variation across participants in their ability to play on the app and the level of engagement. This indicates that pre-assessing children for ability and engagement may be important. This encouraging proof of concept study justifies the development of a full study. Given the time and money spent on existing commercially-offered or internet-based non-validated therapies, this would have substantial patient benefit regardless of the outcome: evidence of no effect could reassure parents that this kind of treatment was not needed, whilst evidence of effect suggests this as a useful treatment for children with poor oculomotor control.

scholarly journals The use of linguistic and regional material in the process of teaching Korean to Ukrainian students

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 116-121
Author(s):  
Antonina Pak
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Special Role ◽  
Korean Language ◽  
Leading Role ◽  
Problematic Issue ◽  
High Level ◽  
Language Teaching Methods

The article discusses the main aspects of the use of linguistic and regional material in the process of teaching the Korean language to Ukrainian students. A special role is given to the problem regarding the formation of students’ high level communicative competence in the process of studying linguistic and regional material during Korean classes. The article defines the leading role of linguistic and regional materials in the process enabling the formation of competences in intercultural dialogue; it highlights the main problems dealing with the development of the afore mentioned competences and gives specific recommendations to their solution. The author analyses modern research in the field of studying the introduction of a linguistic and regional components into the process of teaching a foreign language. The problematic issue is analysed in detail; both the resolved sides of the problem and those to which additional attention should be paid in further studies are positioned. The author of the article analyses the main elements of the system of teaching a foreign language in Ukraine. The characteristic of the most significant principles has been given. The problem of increasing the effectiveness of foreign language teaching methods in the context of the use of linguistic and regional materials has been considered. The article discusses issues that are associated with the development of globalization processes, which leads to the need to increase modern university students’ communicative intercultural competences. In the article, the author offers her vision regarding the solution of the problem related to the introduction of the linguistic and regional material into the process of teaching the Korean language to the students. Furthermore, the author draws attention to the development of this problem and outlines the prospects for further research. Keywords: the Korean language, teaching methods, a foreign language, linguistic and regional studies, intercultural communication, the learning process.

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