scholarly journals The Relationship Between Reading Skills and Intelligence in Students With and Without Special Educational Needs in Learning

2020 ◽  
Vol 5 ◽  
Author(s):  
Markus Scholz ◽  
David Scheer
Keyword(s):  
Reading Skills ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Relationship

scholarly journals Special educational needs: Do we know how to educate?

2020 ◽  
Vol 7 (6) ◽  
pp. 587-599
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Public Policy ◽  
Inclusive Education ◽  
Political Discourse ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Policy Initiatives ◽  
Executive Action ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship

This article reports the results that its objective is to analyze the evolution of political discourse in Chile on special educational needs, as well as to analyze the relationship of the discourse with the main public policy initiatives regarding legislation, fiscal budget and direct executive action. It can be seen that it is possible to identify important changes in the use of the main concepts, emphasis and discussions associated with the promotion of inclusive education. In addition, there is growing interest in the issue of diversity, both nationally and internationally, which is expressed in increasingly specific public policy initiatives to promote inclusive education. However, there are still gaps and gaps between political discourse and policy initiatives, as well as between the approach of public policies in Chile and the state of art of the international discussion on the subject.

scholarly journals Teaching methodology in students with special educational needs during their transition to secondary education

2021 ◽  
Vol 9 (6) ◽  
pp. 153-165
Author(s):  
Nikolaos Panopoulos ◽  
◽  
Ibukun Oluwadara Famakin ◽  
Keyword(s):  
Secondary Education ◽  
Neurodevelopmental Disorders ◽  
Reading Skills ◽  
Educational Needs ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Pedagogical Tool ◽  
Reading Support ◽  
School Teaching ◽  
Transition To Secondary Education

The gap between the skills of students with special educational needs (SEN) and learning requirements is widening as they move from primary to secondary education. The purpose of this research is to implement and evaluate the pedagogical tool "Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs" (TISIPfSENs), through which a special teaching methodology is proposed for the reading support of students with SEN. The methodology applied was mixed and lasted 5 years in 5 general Greek secondary schools. The study sample consisted of students with neurodevelopmental disorders (N = 10) and adults (N = 130) who encountered them learning, therapeutically, and socially. The qualitative data were collected in the context of the action research with the utilization of observation and intervention tools, while the quantitative data were collected from an unbalanced questionnaire. The results showed that "TISIPfSENs" supports students with neurodevelopmental disorders in reading skills during their transition to secondary education. The findings showed that students can actively participate in the general learning process, provided that the intervention is governed by certain principles, such as individualization of teaching, structuring of teaching methodology in certain phases, informal pedagogical assessment, and differentiation activities for the cultivation of neurodevelopmental areas. Keywords: School transition, TISIPfSENs, neurodevelopmental disorders, reading skills, secondary school teaching methodology

scholarly journals A PSICOGENÉTICA WALLONIANA E O DESENVOLVIMENTO DA LINGUAGEM: implicações à educação

2014 ◽  
Vol 21 (3) ◽  
pp. 41
Author(s):  
Marilete Geralda da Silva-Perdigão
Keyword(s):  
Language Development ◽  
Educational Needs ◽  
Review Article ◽  
Reciprocal Relationship ◽  
Psychological Development ◽  
Special Educational Needs ◽  
The Relationship

O objetivo deste trabalho foi captar, na obra de Henri Wallon, o desenvolvimento da linguagem e as implicações da compreensão deste desenvolvimento para a educação das crianças em geral e daquelas com Necessidades Educativas Especiais. Assim, percorremos, especificamente, A Evolução Psicológica da Criança, obra de 1941, por ser considerado um livro que sintetiza o pensamento deste teórico. Portanto, construímos um artigo de revisão a partir da releitura da obra citada, enfocando: os fatores do desenvolvimento, localizando a linguagem neste processo; a relação entre o ato motor e a linguagem; e a relação entre esta função e o conhecimento. Para concluir, apresentamos algumas considerações, são elas: a linguagem origina-se no ato motor, e posteriormente, exerce sobre ele o seu controle; esta função estabelece uma relação de reciprocidade com o pensamento, servindo de suporte aos seus progressos e ao mesmo tempo estruturando-o; ter compreensão sobre o desenvolvimento da linguagem, juntamente com a compreensão de outros fatores, contribui tanto para o entendimento de um desenvolvimento psicológico normal dos sujeitos, como dos seus retrocessos e desvios.Palavras-chave: Linguagem. Desenvolvimento. Pensamento. WALLONIAN PSYCHOGENETIC AND LANGUAGE DEVELOPMENT: implications for educationAbstract: The objective of this study was to capture, in the work of Henri Wallon, language development and understanding the implications of this development for the education of children in general and those with special educational needs. So we read the book The Psychological Development of the Child, a work of 1941 considereda book that synthesizes the thought of this author. Therefore, we constructed a review article of the reading of the cited work, focusing on: the factors of development, locating the language in this process; the relationship between the motor act and the language; and the relationship between this function and knowledge. To conclude, we presentsome considerations: language originates in the motor act and, subsequently exerts its control over it; this function establishes a reciprocal relationship with the thought and aim to support their progress, and the same time structuring it; have understanding of language development, along with the understanding of other factors, contributes to theunderstanding of normal psychological development of individuals, as their setbacks and detours.Keywords: Language. Development. Thought. PSICOGENÉTICA WALLONIANA Y DESARROLLO DEL LENGUAJE: implicaciones para la educaciónResumen: El objetivo de este estudio fue el de capturar, en la obra de Henri Wallon, el desarrollo del lenguaje y la comprensión de las implicaciones de este desarrollo para la educación de los niños en general y aquellos con necesidades educativas especiales. Así, que hemos utilizado, específicamente, El Desarrollo Psicológico del Niño,una obra de 1941, considerado como un libro que sintetiza el pensamiento de esta teoría. Por lo tanto, hemos construido un artículo de revisión de la relectura de la obra citada, centrándose en: los factores del desarrollo, la localización de la lenguaje en este proceso; la relación entre el acto motor y el lenguaje ; y la relación entre estafunción y el conocimiento. Para concluir, se presentan algunas consideraciones, que son: el lenguaje se origina en el acto motor, y, posteriormente, ejerce su control sobre él; Esta función establece una relación recíproca con el pensamiento y el objetivo de apoyar su progreso mientras su estructuración; tener conocimiento del desarrollo dellenguaje, así como la comprensión de otros factores , contribuye a la comprensión del desarrollo psicológico normal de los individuos y sus retrocesos y desvíos.Palabras clave: Lenguaje. Desarrollo. Pensamiento.

scholarly journals An Anthropological Journey to the Field of Disability: Teaching and Research by a Disabled Anthropologist in Greece

Journal ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 24-33
Author(s):  
Lazaros Tentomas
Keyword(s):  
High School ◽  
General Education ◽  
Participant Observation ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Teaching Procedure ◽  
The Disabled ◽  
Set Up ◽  
Intersubjective Experience ◽  
The Relationship

This article will discuss the relationship between anthropology and disability based on my fieldwork at a high school catering to special educational needs in Greece. More specifically, it will present the negotiating terms of the disabled anthropologist/teacher, who is conducting fieldwork inside and around the school area, as an example of autobiographical ethnography. I will explain the kind of perception and the degree of the identity that is the disabled person both as teacher and ethnographic researcher. These are two fields that ‘bother’ the disabled anthropologist/teacher and at the same time they create the condition for self-reflexivity on the nature of anthropology as well as teaching. Incidents that illustrate tensions, arguments, and collaboration with the informants (colleagues, students, parents, education officials, academics) during the participant observation, set up the template for the anthropological undertaking as well as the teaching procedure. This article also critically presents the events following the fieldwork when the anthropologist moves workplace by leaving the high school catering to special educational needs, where he taught and conducted the fieldwork, to teach at a general high school. This transition provides us with additional ethnographic data regarding the relationship between special education and general education by considering how students at the general high school then reacted to my fieldwork when I shared it as part of my social science teaching. This journey illustrates and explains why disability exists at the limit of the intersubjective experience inside the Greek educational system.

scholarly journals ROLA I ZNACZENIE NAUCZYCIELA WSPOMAGAJĄCEGO W PROCESIE TERAPII UCZNIÓW ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI

2021 ◽  
Author(s):  
Kamila Soszyńska
Keyword(s):  
Educational Needs ◽  
Research Tool ◽  
Therapy Process ◽  
Legal Basis ◽  
Special Educational Needs ◽  
Teachers And Parents ◽  
Support Teacher ◽  
Effective Development ◽  
The Relationship ◽  
Interview Questionnaire

The purpose of the research in this paper was to establish the role and importance of a support teacher in the therapy process of students with special educational needs. The role and tasks of the teacher were taken into account on the legal basis. An interview was used as a research technique in the work. Thanks to the precise questions, the interview questionnaire was compiled as a research tool. Problems corresponding to specific hypotheses were discussed. The study used the method of individual cases. The characteristics of the support teacher and the leading teacher in the integrated class were carefully compared and special attention was also paid to the relationship between teachers and parents. Based on the research, the characteristics of working with students with special educational needs were established. Conclusions were drawn for the effective development of the activities of the support teacher who works with students with judgment.

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