scholarly journals The activities of the social teacher in psychological and pedagogical support of children with special educational needs in the adaptation to society

2020 ◽  
Vol 133 (4) ◽  
pp. 114-122
Author(s):  
Z. Sagatbekkyzy ◽  
Keyword(s):  
Low Income ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
State Monitoring ◽  
Regular School ◽  
The Social ◽  
Inclusive Schools ◽  
Degrading Treatment

The article describes measures to improve the situation of social groups and children with disabilities who are subjected to violence, discrimination, and degrading treatment by able-bodied, healthy, sane people in society. The study has been written in order to describe the role of the social educator and the types of psychological and pedagogical support for the adaptation of children with special educational needs to societyAccording to the results of a scientific study, in some cases, a discriminatory and abusive attitude towards people with disabilities, representatives of other nationalities, members of low-income society has been revealed. It is indicated that there is the necessity of teaching children with disabilities in inclusive schools in order to make them feel as a full members of society; it is revealed that there is the need for special psychological and pedagogical support for children with disabilities for learning in a regular school. The authors have considered the functions of psychological and pedagogical support (disclosure, development, stimulation, compensation, disclosure - correction), the levels of psychological and pedagogical support, regular monitoring of the child’s mental state; monitoring the learning process of a disabled child individually and in groups. Applicable methods of the study are description, analysis, control methods.

Children with disabilities and special educational needs

2006 ◽  
pp. 269-283
Author(s):  
David M. B. Hall ◽  
David Elliman
Keyword(s):  
Child Development ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Service Planning ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Planning Service ◽  
Legislative Framework ◽  
Education Authority

Chapter 14 reviews the legislative framework for children with disabilities and special educational needs, statutory duties and underlying principles, joint agency working, service planning, service provision for individuals, standards for services for disabled children and for child development centres, disability registers, special educational needs (SEN), and the role of the designated doctor for liaison with the education authority.

scholarly journals A review of psychological studies on social interactions of students in inclusive classrooms

2018 ◽  
Vol 7 (1) ◽  
pp. 45-52 ◽  
Author(s):  
A.V. Konokotin
Keyword(s):  
Social Interactions ◽  
Small Groups ◽  
Educational Needs ◽  
Inclusive Classrooms ◽  
Special Educational Needs ◽  
The Past ◽  
The Social ◽  
Psychological Studies

The article presents a review of current foreign publications on the social interactions of children in inclusive classrooms. It analyzes the studies carried out during the period from 2008 to 2017, i.e. over the past decade. The results show that social interactions of students in inclusive classrooms are often studied in small groups where students with special educational needs and their normally developing peers are gathered together, but researchers ignore other factors that may have an impact on the quality of their interactions. Thus interactions of students are not equal in nature and are not purposefully organized so that researchers are not able to fully identify the role of each student

The Role Of Motion Games On The Development Of Children With Special Needs In The Primary Cycle

2019 ◽  
pp. 21-27
Author(s):  
Iuliana-Luminita Constantin ◽  
Marin Chirazi
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Typical Development ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Regular School ◽  
Primary Cycle ◽  
Rules Of The Game

The purpose of this research is to highlight the role of the games of movement on the development and social integration of children with special educational requirements from the primary cycle, studying the theme in the literature. According to statistics in the field over the last years, there has been an increase in the number of children with special needs in regular schools. Thus, children who a few years ago would have been included in a special school, today have facilities at a regular school, along with children with typical development and have a similar curriculum to follow [7]. This is why motion games are a method, an important opportunity to integrate children with special requirements in a collective, because through them children cooperate (working in groups or pairs) making new friends, no longer feeling rejected, communication becomes easier, collaborates to achieve the goal of the game, support each other, become more responsible by observing the rules of the game and accept each other as they are. The game develops the ability to adapt easily to new situations, increases effort capacity, teaches children to be careful and develops their confidence. Due to the fact that movement games are performed more in group, they provide socialization, but they must be adapted according to the child's deficiency. Conclusion: We have found that motion games are an effective way to integrate children with special educational needs into a collective, because through them children make new friends easier, they are accepted in collectivity, communication becomes easier, they support and understand each other and most importantly accepted as they are. Through the game children feel free to act.

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 Leprosy and the Plague: State Surveillance of Low-Income Fathers

2013 ◽  
Vol 12 (1) ◽  
pp. 124-139
Author(s):  
Monika Jean Ulrich Myers ◽  
Michael Wilson
Keyword(s):  
Social Control ◽  
Low Income ◽  
Child Support ◽  
Justice System ◽  
The United States ◽  
Social Benefits ◽  
Child Support Enforcement ◽  
The Social ◽  
State Surveillance

Foucault’s theory of state social control contrasts societal responses to leprosy, where deviants are exiled from society but promised freedom from social demands, and the plague, where deviants are controlled and surveyed within society but receive some state assistance in exchange for their cooperation.In this paper, I analyze how low-income fathers in the United States simultaneously experience social control consistent with leprosy and social control consistent with the plague but do not receive the social benefits that Foucault associates with either status.Through interviews with 57 low-income fathers, I investigate the role of state surveillance in their family lives through child support enforcement, the criminal justice system, and child protective services.Because they did not receive any benefits from compliance with this surveillance, they resisted it, primarily by dropping “off the radar.”Men justified their resistance in four ways: they had their own material needs, they did not want the child, they did not want to separate from their child’s mother or compliance was unnecessary.This resistance is consistent with Foucault’s distinction between leprosy and the plague.They believed that they did not receive the social benefits accorded to plague victims, so they attempted to be treated like lepers, excluded from social benefits but with no social demands or surveillance.

scholarly journals School Security and Safety for Students with Special Needs in the Kingdom of Saudi Arabia: الأمن والسلامة المدرسية لطلاب ذوى الاحتياجات الخاصة فى المملكة العربية السعودية

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Mohammed bin Nasser al-Maatiq Al-Shahrani
Keyword(s):  
Saudi Arabia ◽  
Special Needs ◽  
School Safety ◽  
Children With Disabilities ◽  
School Security ◽  
Special Educational Needs ◽  
Negative Effects ◽  
Students With Special Needs ◽  
Regular School ◽  
The Impact

The study aimed at evaluating the school safety and security which is necessary to protect students with special needs in Saudi Arabia. The analytical descriptive approach was used  and study was divided into two main chapters: The first chapter deals with the conceptual framework by identifying the meaning of school security and safety, and identifying the special needs group. Then in the next chapter the researcher analyzed the current reality in Saudi society and diagnose it. The negative effects of not integrating special needs students in schools, and concluding with the most important recommendations and mechanisms to remedy these problems, and design a plan of action to implement the study and set a timetable for it. Results: Children with special needs face several problems, including psychological, educational or social, and the integration of this group into society in general and in schools is a complex issue. Integration is defined as providing opportunities for children with disabilities to become involved in the special education system as a means of emphasizing the principle of equality Opportunities in education and aims to integrate in general to meet the special educational needs of children with disabilities within the framework of the regular school and according to the methods and methods and methods of educational studies and supervised by the provision of a specialized educational system in addition to the cadres of education in the public school and many studies pointed to the impact Consolidation and support, including those rejected as a result of several positive and negative trends.

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