VICĒṬA TĒVAIYUṬAIYA MĀṆAVARKAḶ KAṞṞALIL ETIRKOḶḶUM CAVĀLKAḶUM AVARKAḶUKKĀṈA KAṞṞAL VĀYPPUKKAḶUM [CHALLENGES FACED BY STUDENTS WITH SPECIAL NEEDS AND LEARNING OPPORTUNITIES FOR THEM]

Student Centered ◽

Research Questions

Contemporary school curriculum more emphasis on student-centered in which is expected to provide an opportunity for learning for all students in the classroom. Students have diverse needs in their learning. There are individual differences and special educational needs among students in the classrooms. Teachers should pay attention on students’ diverse needs and their special educational needs. The main purpose of this study was to find out the Challenges faced by students with special needs and learning opportunities for them in the secondary schools. The study was conducted on 50 students and 20 teachers from 5 schools selected from the Tamil language secondary schools in Kalpitiya zonal of education. There were five research questions have been put forward for achieving the purpose of the study. Research tools such as questionnaire observation interviews have been used to gather the information needed for this study. The data obtained from the students and teachers selected for the study is analyzed through charts of tables. It was found that Students with special needs lagged in the learning activities in the classrooms. Therefore, it is recommended that the teachers should take more about the students with learning difficulties and ensure involvements in the learning activities.

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

Jurnal Tarbiyah Jurnal Ilmiah Kependidikan ◽

10.18592/tarbiyah.v5i2.984 ◽

2017 ◽

Vol 5 (2) ◽

Author(s):

Puji Rahayu

Keyword(s):

High School ◽

Foreign Language ◽

Special Needs ◽

Educational Needs ◽

Senior High School ◽

Teaching English ◽

Teaching Techniques ◽

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

Integration of traditional and innovation processes of development of modern science ◽

ORGANIZATION OF EDUCATION OF SCHOOLCHILDREN WITH SPECIAL NEEDS IN SECONDARY SCHOOLS OF GERMAN-SPEAKING COUNTRIES

10.30525/978-9934-26-021-6-5 ◽

2020 ◽

Author(s):

Larysa Kozibroda ◽

◽

Oksana Lypchanko-Kovachyk ◽

Keyword(s):

Public Schools ◽

Secondary Schools ◽

Special Needs ◽

Inclusive Education ◽

Developed Countries ◽

Educational Needs ◽

Practical Implementation ◽

Teacher Training Programs ◽

German Speaking

The article aims at investigating, analyzing and summarizing the peculiarities of organization of education of schoolchildren with special needs in secondary schools of Germany, Austria, Switzerland. The authors describe the experience of the countries mentioned above. In particular, the national policy of German-speaking countries concerning the integration of people with special educational needs into common socio-educational environment has been considered, the provisions of state and regional regulations governing this process have been highlighted, as well as the key approaches to its organization and practical implementation have been described by the authors of the article under consideration. The study reveals general ideas and principles of education of children with special needs in secondary schools of Austria, Switzerland, Germany and highlights the specificity of their practical implementation at the legal level of these countries in general and throughout specific regions of each one, in particular. In the process of the analysis the following methods have been applied: description, generalization, comparison and systematization of psycho-pedagogical, didactic and methodological researches. The authors reveal the specific features of the implementation of policies in the field of inclusive schooling, which had been implemented by the governments of developed countries: coverage of all children, despite individual differences or difficulties; adoption of the principle of inclusive education in the form of a law or a political declaration; development of demonstration projects and encouragement of exchange of experience with other countries; creation of decentralized and joint mechanisms for planning, monitoring and evaluation of educational services for children and adults with special educational needs; encouraging the participation of parents, communities and organizations of persons with disabilities in the planning and decision-making processes to meet special educational needs; efforts to develop strategies for early identification of such needs, as well as professional aspects of inclusive education; ensuring of the establishment and implementation of teacher training programs to provide education for people with special educational needs in public schools. It has been concluded that the integration of people with special educational needs into the academic environment of public school involves the recognition and consideration of different opportunities and needs of students, providing different types and rates of learning according to students’ abilities, implementing the appropriate organizational structure, teaching and educational strategies, providing necessary additional assistance and support.

The attitudine of the typical students towards the inclusion of their colleagues with special educational needs in mass education

Educatia 21 ◽

10.24193/ed21.2020.18.02 ◽

2020 ◽

pp. 21-27

Author(s):

Nicoleta Raluca Lupu

Keyword(s):

Special Needs ◽

Quantitative Research ◽

Educational Needs ◽

Teaching Staff ◽

Mass Education ◽

Inclusive Schools ◽

Educational Implications ◽

Teachers Attitudes

he present article is a quantitative research which responds to the following question: what is the attitude of the typical students towards the inclusion of their colleagues with special needs. The attitudes of typical students were measured using a scale designed for this purpose. The results showed a positive attitude towards inclusion. The attitude was also influenced by factors such as gender. Through the paper "Educational Implications of Game in Students with Special Educational Needs from Inclusive Schools", a new way of inclusion was suggested, the inclusion through game addressed to the whole community. The key groups involved in the inclusion process and the proposed objectives for each target group are thus presented: teaching staff: 1) identifying teachers' attitudes towards the integration of the students with special needs in mass education, 2) changing the teachers' attitudes through games; students with special educational needs: 1) designing and testing some forms of support through game; the parents of typical students: 1) identifying the attitudes towards the integration of students with special needs in mass education; typical students: 1) identifying the attitude towards the integration of students with special educational needs in mass education

Kształcenie ponadgimnazjalne/ponadpodstawowe uczniów ze specjalnymi potrzebami edukacyjnymi – pomiędzy edukacją ogólnokształcącą a zawodową – na przykładzie miasta Łodzi

Studia Edukacyjne ◽

10.14746/se.2018.51.3 ◽

2018 ◽

pp. 39-52

Author(s):

Beata Jachimczak

Keyword(s):

Secondary Schools ◽

Special Needs ◽

Primary Education ◽

Educational Needs ◽

Educational Opportunities ◽

Vocational Schools ◽

Educational Paths ◽

Support Students ◽

Professional Choices

The purpose of this article is to analyze the post-gymnasium/ post-primary education in the context of students’ special needs. In the first part of the article, the author presents the problem of shaping educational paths of students with special educational needs. Then the author briefly describes the changes in the education in mainstream secondary schools and vocational secondary schools (including basic vocational schools) during the transformation period. In the further part of this article, the author analyzes the educational opportunities and limitations of students with special educational needs in their individual and environmental predispositions and with reference to the results of external examinations. The article ends with the indication of the need to support students with special educational needs in shaping their educational and professional choices.

SPECIFICITY OF TEACHING ENGLISH TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Student Niepełnosprawny. Szkice i rozprawy ◽

10.34739/sn.2020.20.05 ◽

2021 ◽

pp. 55-59

Author(s):

Tosho Rafailov

Keyword(s):

Special Needs ◽

Teaching And Learning ◽

Educational Needs ◽

Scientific Basis ◽

Multiple Intelligence Theory ◽

Innovative Learning ◽

Intelligence Theory ◽

Academic Content

The specificity of teaching and learning English for children with special educational needs is the result of the process of implementation of innovative technologies for developing communication skills. Teaching methods are: brainstorming / ice breaking game /; video presentation / multimedia presentation /; doll show; frontal talk; solving crossword puzzles; individual work for the faster. The training is carried out in an innovative learning environment at the “Neofit Rilski” Primary School in Kilifarevo. The expected results of teaching and learning can be represented by the significantly higher annual achievement of students with special needs. Teaching requires the teacher to prepare the academic content on a scientific basis. The scientific basis of the English lesson involves the use of the Multiple Intelligence Theory. The interest in innovative training is strongly emphasized by students with special needs.

Organizational and pedagogical aspects of optimization of education and upbringing of students with special needs in higher education institutions

EUROPEAN HUMANITIES STUDIES: State and Society ◽

10.38014/ehs-ss.2020.3-2.06 ◽

2020 ◽

pp. 83-97

Author(s):

Iryna DANCHENKO ◽

Olena POGODA ◽

Iryna POLUBOYARYNA ◽

Valentyna TYURINA

Keyword(s):

Higher Education ◽

Special Needs ◽

Higher Education Institutions ◽

Education Institution ◽

Educational Needs ◽

Educational Process ◽

Equal Rights ◽

Pedagogical Aspect

The authors of the article emphasize the need to form an effective system of higher education that would meet national interests and global development trends, provide training, as well as equal rights and opportunities for all actors in the educational process, including people with special educational needs. After all, the main goal of inclusive higher education is not only to eliminate barriers to access of students with special educational needs to the development of their natural potential, but also to enable them to achieve maximum independence, competence, competitiveness as necessary qualities and prerequisites for effective self-realization. It is proved that the effectiveness of the process of optimization of education and upbringing of students with special needs in higher education institutions depends on a set of organizational and pedagogical aspects. The first organizational and pedagogical aspect is the formation of a high level of readiness of teachers to carry out activities aimed at optimizing the teaching and education of students with special needs in higher education institutions. The second aspect of optimizing the education and upbringing of students with special needs is the development and implementation of a program of full inclusion of people with special educational needs in the educational process of higher education institutions. It provides primarily semantic and methodological support of this process on the basis of a holistic system approach. The third aspect optimization of education and upbringing of students with special needs is the formation of the educational space of higher education institution tolerant to the inclusion of people with special educational needs. The fourth organizational and pedagogical aspect of optimizing the education and upbringing of students with special needs in higher education institutions is defined - pedagogical monitoring of the relevant process.

The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education

Białostockie Studia Prawnicze ◽

10.15290/bsp.2020.25.04.16 ◽

2020 ◽

Vol 25 (4) ◽

pp. 233-255

Author(s):

Aušrinė Pasvenskienė ◽

◽

Milda Žaliauskaitė ◽

Keyword(s):

Higher Education ◽

Special Needs ◽

Inclusive Education ◽

Higher Education Institutions ◽

Legal Regulation ◽

Educational Needs ◽

Right To Education ◽

The Right

This article considers the implementation of the right to higher education for learners with special needs in Lithuania. Although this right is guaranteed by various international documents and national legal acts, the main responsibility to ensure equality in higher education for all learners is embedded in the discretion of higher education institutions. The aim of this article is to analyse Lithuanian legal regulation regarding inclusion of students with special needs into higher education institutions and to evaluate Lithuanian university policies, as institutional documents, concerning students with special educational needs. A brief overview and comparison of all Lithuanian HEI policies illustrates the institutional approach towards educating students with SEN and the level of attentiveness to realization of their right to education. The research also considers pivotal challenges of ensuring inclusive education for those students as well as presents recommendations to address these challenges.

PEMBELAJARAN ADAPTIF PADA SEKOLAH INKLUSIF

10.31219/osf.io/dvm5a ◽

2021 ◽

Author(s):

Windayani ◽

Iman Subasman

Keyword(s):

Special Needs ◽

Educational Needs ◽

Educational Services ◽

Inclusive Schools ◽

Regular Students

Students in inclusive schools are of various types, inclusive schools are schools where there is a diversity of students, there are regular students and students with special needs. Regular students are students who do not have significant barriers (meaning), on the physical, mental, cognitive and sensory sides, so that they can follow learning normally without requiring special educational services. Students with special needs are individuals who have significant barriers, both physically, mentally, cognitive and senorik so that they need special educational needs services to be able to study with regular students. This is a challenge in itself for teachers who teach in inclusive schools.

INCLUSION, SOCIALISATION AND INTEGRATION OF THE CHILD WITH SPECIAL NEEDS IN A KINDERGARTEN GROUP

Education and Technologies Journal ◽

10.26883/2010.212.3533 ◽

2021 ◽

Vol 12 (2) ◽

pp. 382-384

Author(s):

Rumyana Pantaleeva ◽

Keyword(s):

General Education ◽

Special Needs ◽

Social World ◽

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.

Arab Journal of Sciences & Research Publishing - المجلة العربية للعلوم و نشر الأبحاث ◽

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

10.26389/ajsrp.ms15216 ◽

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 ◽

Negative Effects ◽

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.