scholarly journals Pedagogic competencies of special education teachers in develop vocational skills for students with intellectual disabilities

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
N. Dede Khoeriah ◽  
Nani Nur'aeni ◽  
Eka Yuli Astuti
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Skills Training ◽  
Survey Method ◽  
Research Subjects ◽  
Special Schools ◽  
Vocational Skills ◽  
Pedagogical Competence ◽  
Systematic Training ◽  
Students With Intellectual Disabilities

This study aims to describe the pedagogical competence of teachers in vocational skills for students with intellectual disabilities. Vocational skills teachers at Special Education Schools are required to master the types and characteristics of students with special needs and the basics principles of special education. The research subjects were 37 special schools teachers in West Java Province. The research used a quantitative approach with the type of survey method and used as an evaluative method. This research is intended as validation to measure the effectiveness of the life skills training program model in developing social independence and productive work skills students with mild intellectual disabilities. The research technique used a questionnaire instrument with percentage data processing. The result showed : a) pedagogical competence in planning, qualitatively declare good (88,5 %); b) the understanding of educators to believe the importance of identifying individual programs (90%); c) educators conditioning the initial learning activities well (90%); d) the understanding of educators in competence to carrying out skills education well (90,5%), including: mastery material component development of systematic training strategies; e)reflection of educators by involving participants (87%), follow up by paying attention to completion of the participant’s assignments and by giving directions for enrichment activities or tasks (89%).

scholarly journals The incidence of spine deficiencies among disabled students with intellectual disabilities from special education system in Bucharest

2017 ◽  
Vol 10 (19) ◽  
pp. 80-85
Author(s):  
Vicol Eduard Șuță ◽  
Tiberiu Tătaru ◽  
Lizia Ioana Șuță ◽  
Marinela Vasile
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Education System ◽  
School Level ◽  
Special Schools ◽  
Disabled Students ◽  
Degree Of Disability ◽  
Working Groups ◽  
Students With Intellectual Disabilities ◽  
Recovery Program

Abstract The aim of the research was to emphasize the incidence of spine deficiencies in students with intellectual disabilities involved in the recovery program within the kinetotherapy classes carried out in special schools in Bucharest. We wanted to point out that among the two categories of children with disabilities enrolled in special education from Bucharest (children with mild / moderate intellectual disabilities and children with serious / severe / profound intellectual disabilities) there are no statistical differences related to the incidence of spine deficiencies. Research sample consisted of students enrolled in special education from 11 schools. Thus there were formed two groups of students: students with mild / moderate intellectual disabilities and children with serious / severe / profound intellectual disabilities. Another criterion for forming working groups was the school level. Thus, each category was divided into subjects enrolled in primary education and subjects enrolled in secondary education. The comparison made between the groups revealed that in terms of the incidence of spine deficiencies there is correlation between the type of physical deficiency and the degree of disability.

scholarly journals Apparent Activities in Special Education. A Critical Analysis of Core Curriculum

2019 ◽  
Author(s):  
Maciej Jabłoński
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Critical Analysis ◽  
Core Curriculum ◽  
Special Schools ◽  
Negative Stereotypes ◽  
The Core ◽  
Students With Intellectual Disabilities

The topic discussed herein concerns a particular deconstruction of the core curriculum in primary special schools carried out by means of a critical analysis of this document. On the grounds of this analysis, the article shows the consequences of apparent actions that are taking place in special schools, which in consequence lead to violence, perpetuating negative stereotypes and stigmatisation of students with intellectual disabilities.

Motivational Aspects of Gaming for Students with Intellectual Disabilities

2011 ◽  
Vol 1 (4) ◽  
pp. 49-59
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Digital Games ◽  
Game Based Learning ◽  
Continuous Development ◽  
Research Findings ◽  
Students With Intellectual Disabilities ◽  
Intellectual Level ◽  
Extrinsic Reinforcement

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

Sign in / Sign up

Export Citation Format

Share Document