scholarly journals TEACHING EXPERIENCES IN THE DEVELOPMENT OF THE COMMUNICATION COMPETENCE IN STUDENTS WITH COGNITIVE DISABILITY

2020 ◽  
Vol LXVIII (2) ◽  
pp. 181-201
Author(s):  
Mădălina-Maria Vasiliu
Keyword(s):  
Students With Disabilities ◽  
Adult Life ◽  
Communication Competence ◽  
Learning Needs ◽  
Cognitive Disability ◽  
Best Value ◽  
The Social ◽  
The Individual ◽  
Teaching Learning ◽  
Intellectual Potential

The current analysis starts from a teacher’s experience with cognitively disabled students. In such cases, the management of the teaching-learning process is challenged by the limitations of various activities (generalizations, abstraction or inductive-deductive operations). In these situations, the teacher has to select effective activities for developing the competences in the curriculum. In this context, success could only be obtained if proper attention is given to the individual learning needs of each student. At the same time, an emotional relationship that is based on trust needs to be developed between the teacher and the students and their parents. The communication competence is a priority since it is absolutely necessary for the social integration of students with disabilities as it provides the means to express feelings, needs and views. The challenge to plan adequate teaching strategies is correlated with understanding the child’s real issue and its timely solution: the more serious the cognitive disability, the later speech develops and remains at a low level in the adult life, generating difficulties in expressing thought and emotion. If the youngsters experience a false disability triggered by the lack of educational stimulation or if they have an authentic cognitive disability, these students need sustained support. The examples of interventions we present in this paper come from our attempts to best value the intellectual potential of these children and, consequently, to find solutions for a differentiated adaptation to each child’s needs by planning competence-oriented creative teaching activities.

Importance of Improving Resilience in Teaching-Learning Process of Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 120 ◽  
Author(s):  
Eleticia Isabel Pinargote Macías ◽  
Hernán Andrés Cedeño Cedeño ◽  
Gabriela Monserrate Romero Chávez
Keyword(s):  
Qualitative Research ◽  
Students With Disabilities ◽  
Learning Process ◽  
The Social ◽  
Technical University ◽  
The Individual ◽  
Teaching Learning ◽  
Research Show

The objective of the work focuses on determining the importance of resilience in the teaching-learning process of students with disabilities at the Technical University of Manabí, for this purpose an exploration is carried out to verify the criterion on this concept students group. The work deals with contemporary contextual aspects that may favor a psychosocial approach to resilience. The article is based on qualitative research based on the qualitative interpretative-hermeneutic paradigm. The theoretical referents were consigned from the bibliographic review, with the purpose of confronting them with the empirical phase that allowed to unravel the individual representations of the interviewees about the resilience. The results of the research show that resilience is widely known, although an important bias is maintained in its representation related to a more individual than the social view, which could limit its influence as a pedagogical factor.

scholarly journals An Improved Teaching-Learning-Based Optimization with the Social Character of PSO for Global Optimization

2016 ◽  
Vol 2016 ◽  
pp. 1-10 ◽  
Author(s):  
Feng Zou ◽  
Debao Chen ◽  
Jiangtao Wang
Keyword(s):  
Optimization Problems ◽  
Global Solutions ◽  
Function Optimization ◽  
Improved Method ◽  
Social Character ◽  
The Social ◽  
Teaching Learning Based Optimization ◽  
The Mean ◽  
The Individual ◽  
Teaching Learning

An improved teaching-learning-based optimization with combining of the social character of PSO (TLBO-PSO), which is considering the teacher’s behavior influence on the students and the mean grade of the class, is proposed in the paper to find the global solutions of function optimization problems. In this method, the teacher phase of TLBO is modified; the new position of the individual is determined by the old position, the mean position, and the best position of current generation. The method overcomes disadvantage that the evolution of the original TLBO might stop when the mean position of students equals the position of the teacher. To decrease the computation cost of the algorithm, the process of removing the duplicate individual in original TLBO is not adopted in the improved algorithm. Moreover, the probability of local convergence of the improved method is decreased by the mutation operator. The effectiveness of the proposed method is tested on some benchmark functions, and the results are competitive with respect to some other methods.

scholarly journals Self-Realization of Students with Disabilities as a Basic Mechanism of Social Inclusion

2018 ◽  
Vol 23 (2) ◽  
pp. 59-67 ◽  
Author(s):  
L.A. Osmuk
Keyword(s):  
Students With Disabilities ◽  
Social Inclusion ◽  
Basic Mechanism ◽  
Support Service ◽  
Depth Interview ◽  
Starting Point ◽  
The Social ◽  
Social Technologies ◽  
The Individual ◽  
And Training

The problem covered in the article concerns the features of self-realization in students with disabilities. Self-realization is seen as the basic mechanism of social inclusion. For a disabled student, even the first attempts to demonstrate his/her potential may result in his/her successful inclusion in the educational environment contributing to an overall feeling of security. As an empirical material we use data of in-depth interview (n=12) conducted with students of the Institute of Social Technologies and Rehabilitation of Novosibirsk State Technical University; the results allow us to analyze the process of self-realization and its effects on the individual. The obtained variations of self-realization trajectories provide an opportunity to improve the work of the social and psychological support service of the Resource and Training Center taking into account the above mentioned mechanism. It is argued that self-realization is the starting point of motivation to self-inclusion.

Culturally Responsive Teaching and Inclusion for Online Students With Exceptionalities and Other Needs

2019 ◽  
pp. 109-124
Author(s):  
York Williams
Keyword(s):  
Learning Styles ◽  
Learning Community ◽  
Students With Disabilities ◽  
Culturally Responsive ◽  
English Language ◽  
Individual Education Plan ◽  
Related Services ◽  
Education Act ◽  
The Individual ◽  
Teaching Learning

Teaching learning-diverse students, English learners (Els), and students with disabilities has become of paramount importance as it relates to each unique student's need, directed by an Individual Education Plan (IEP), 504, English Language Plan, and related services, especially for those students served primarily under the Individual Disabilities Education Act. The students' unique cultural and familial needs also become important used to promote achievement in both the F2F and online educational setting, inclusive of multiple intelligences (MI), learning styles, and appropriate differentiated instruction. As such, the purpose of this chapter is to examine the learners and the diversity that they bring to the online learning community so that instructors may prepare culturally responsive and inclusive pedagogy and online universally designed learner-centered (UDLC) and differentiated practices that include them beyond their disability or exceptionality and to become culturally responsive instructional leaders (CRIL).

Culturally Responsive Teaching and Inclusion for Online Students With Exceptionalities and Other Needs

2022 ◽  
pp. 415-429
Author(s):  
York Williams
Keyword(s):  
Learning Styles ◽  
Learning Community ◽  
Students With Disabilities ◽  
Culturally Responsive ◽  
English Language ◽  
Individual Education Plan ◽  
Related Services ◽  
Education Act ◽  
The Individual ◽  
Teaching Learning

Teaching learning-diverse students, English learners (Els), and students with disabilities has become of paramount importance as it relates to each unique student's need, directed by an Individual Education Plan (IEP), 504, English Language Plan, and related services, especially for those students served primarily under the Individual Disabilities Education Act. The students' unique cultural and familial needs also become important used to promote achievement in both the F2F and online educational setting, inclusive of multiple intelligences (MI), learning styles, and appropriate differentiated instruction. As such, the purpose of this chapter is to examine the learners and the diversity that they bring to the online learning community so that instructors may prepare culturally responsive and inclusive pedagogy and online universally designed learner-centered (UDLC) and differentiated practices that include them beyond their disability or exceptionality and to become culturally responsive instructional leaders (CRIL).

scholarly journals Potencialidades del protagonismo social del estudiante en relación comunitaria

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Edita Josefa Franco Alonso
Keyword(s):  
Social Role ◽  
Social Process ◽  
Modern World ◽  
Student Community ◽  
Education Community ◽  
The Social ◽  
Individual Integration ◽  
The Individual ◽  
Teaching Learning ◽  
Community Relationship

Dentro del protagonismo social estudiantil es la educación el principal eje rector para la integración del individuo y su relación con el contexto. Es así que contribuye a consolidar un  sistema  que  de  manera  intencional,  resalta     las  potencialidades  del  individuo modificando así su conducta a partir de los conocimientos adquiridos. Este artículo, permite mostrar e identificar cuál es el rol protagónico que el estudiante debe tener para hacer frente a un proceso social, marcado por los avances de la ciencia y la tecnología, permitiendo generar alternativas de formación, instrucción, enseñanza, capacitación, actualización e información,  que  ayuden     desarrollar  integralmente  las  capacidades,  habilidades  y destrezas, para trabajar en  la vida. Esta investigación se llevó a cabo en la escuela "Colegio Rocafuerte", ubicado en Manabí, Ecuador, donde hay una necesidad de profundizar en los problemas, las características del proceso de enseñanza-aprendizaje   y las nuevas posibilidades de la instrucción con el fin de contribuir a la formación integral del estudiante para enfrentar el trabajo en la sociedad. Palabras claves: Potencialidades, estudiantes, protagonismo social, contexto, educación,  comunidad  Potential social role of student community relationship    Abstract  The education is the outstanding axis in the individual integration of the student formation process and his/her relationship with the social context as well. This is the way that it contributes to the consolidation of a system that intentionally,  highlights the potentiality of the individual. Thus modifying its behavior from the acquired knowledge. This paper lead to an understanding and to identify the important role that the student should have to face in the social process in a modern world, marked by the progress of science and technology, and hence allowing to generate alternatives for the formation, tools for the instructions, the learning, the training, the upgrading and skills through which the individual have to face life. This research was carried out in “Colegio Rocafuerte” school located in Manabí, Ecuador, where there is a need to deepen in the problems, features of the teaching-learning process a new possibilities for the instruction in order to contribute to the overall formation to face work in society. Keywords: Potentiality, students, social role, context, education, community.

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.

A Moment to Come Together: Personal Reflections on Trayvon Martin

2013 ◽  
Vol 5 (1) ◽  
pp. 131-137
Author(s):  
Roxanne Christensen ◽  
LaSonia Barlow ◽  
Demetrius E. Ford
Keyword(s):  
Civil Rights ◽  
Doctoral Students ◽  
Professional Psychology ◽  
Direct Effects ◽  
The Social ◽  
To Come ◽  
Professional Responses ◽  
The Individual ◽  
Personal Reflections ◽  
Unique Individual

Three personal reflections provided by doctoral students of the Michigan School of Professional Psychology (Farmington Hills, Michigan) address identification of individual perspectives on the tragic events surrounding Trayvon Martin’s death. The historical ramifications of a culture-in-context and the way civil rights, racism, and community traumatization play a role in the social construction of criminals are explored. A justice orientation is applied to both the community and the individual via internal reflection about the unique individual and collective roles social justice plays in the outcome of these events. Finally, the personal and professional responses of a practitioner who is also a mother of minority young men brings to light the need to educate against stereotypes, assist a community to heal, and simultaneously manage the direct effects of such events on youth in society. In all three essays, common themes of community and growth are addressed from varying viewpoints. As worlds collided, a historical division has given rise to a present unity geared toward breaking the cycle of violence and trauma. The authors plead that if there is no other service in the name of this tragedy, let it at least contribute to the actualization of a society toward growth and healing.

Late Antique Letter Collections

2016 ◽  
Keyword(s):  
Late Antiquity ◽  
Literary Genre ◽  
Late Antique ◽  
Comprehensive Overview ◽  
Literary Genres ◽  
The Social ◽  
Letter Writer ◽  
The Individual ◽  
Letter Collection ◽  
Latin Letter

This volume provides the first comprehensive overview of the extant Greek and Latin letter collections of late antiquity (ca. 300-600 C.E.). Bringing together an international team of historians, classicists, and scholars of religion, it illustrates how letter collections advertised an image of the letter writer and introduces the social and textual histories of each collection. Nearly every chapter focuses on the letter collection of a different late ancient author—from the famous (or even infamous) to the obscure—and investigates its particular issues of content, arrangement, and publication context. On the whole, the volume reveals how late antique letter collections operated as a discrete literary genre with its own conventions, transmission processes, and self-presentational agendas while offering new approaches to interpret both larger letter collections and the individual letters contained within them. Each chapter contributes to a broad argument that scholars should read letter collections as they do representatives of other late antique literary genres, as single texts made up of individual components, with larger thematic and literary characteristics that are as important as those of their component parts.

ПСИХОЛОГІЧНИЙ СУПРОВІД СТАНОВЛЕННЯ УСПІШНОЇ ОСОБИСТОСТІ У ПРОФЕСІЙНОМУ СЕРЕДОВИЩІ В УМОВАХ СОЦІАЛЬНИХ ТА ОСВІТНІХ РЕФОРМ

1970 ◽  
Vol 8 (1) ◽  
pp. 221-226
Author(s):  
Олена Горова
Keyword(s):  
Social Activity ◽  
Professional Activity ◽  
Subjective Feeling ◽  
Support Worker ◽  
Gainful Employment ◽  
Progressive Development ◽  
Professional Success ◽  
The Social ◽  
The Individual ◽  
Favorable Conditions

Професійне   становлення   особистості   супроводжує   всі   етапи  соціально-вікового   розвитку  особистості.  Трудова  діяльність  є  основним  видом  суспільної  активності,  який  дозволяє  працівнику  задовольняти  основні  потреби,  особливо  у  процесі  постійних  соціальних,  освітніх  реформ.  Важливим  завданням психологічного супроводу працівника у процесі виконання професійної діяльності є забезпечення  сприятливих  умов  формування  професійно  важливих  якостей.  Соціальна  успішність  є  результатом  ефективного  розв’язання  виробничих  завдань, які  мають  суспільно корисну  важливість  та  пов’язані  з  потребами інших людей. Якісний прогресивний розвиток працівника можливий лише за умови збереження  стійкого  позитивного  ставлення  до  професії.  Позитивна  професійна  самоідентифікація  пов’язана  з  ототожненням  та  персоналізацією  працівником  особистісних  рис  працівників,  які  досягли  успіху  у  професії,  мають  суспільно  визнані  результати  діяльності.  Таким  чином,  професійна  успішність  як  суб’єктне  новоутворення  у  якості  відчуття  гордості  за  власні  результати  діяльності  забезпечує  реалізацію традиції наставництва і  передачі позитивного професійного досвіду.    Професійно  успішний  працівник  усвідомлює  необхідність  та  важливість  результатів  своєї  діяльності  для  інших,  що  вимагає,  відповідно,  від  соціального  середовища  усвідомлення  необхідності  визнання  результатів  діяльності  фахівців.  Знехтуваний  суспільством  працівник,  або  той,  результати  діяльності  якого  позиціонуються  як  меншовартісні,  дистанціюється  від  професії  та  має  негативний  потенціал розвитку. Professional formation of the person accompanies all phases of social and age of the individual. Gainful  employment is the main form of social activity that allows the employee to realize the basic needs. An important task  of psychological support worker in the course of professional activity is to provide favorable conditions for the  formation  of  professionally  important  qualities.  Professional  success  is  the  result  of  an  effective  solution  of  industrial jobs that are socially useful and important related to the needs of others. High-quality progressive  development of an employee is only possible while maintaining a stable positive attitude towards the profession.  Positive  professional  identity  associated  with  the  identification  and  personalization  of  employee  personality traits of employees who have been successful in the profession, who have publicly acknowledged  performance. Thus professional success as the subjective feeling of a lump in the pride of their own results of  operations  ensures  the  implementation  of  the  tradition  of  mentoring  and  of  positive  transfer  of  professional  experience.  Professionally successful employees aware of the need and the importance of the results of its operations  for the other, which requires, respectively, from the social environment - awareness of the need to recognize the  performance of specialists. Unclaimed society worker, or the results of operations, which are positioned as less  important, is moving away from the profession and has a negative potential. 

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