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.

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 Children with Special Educational Needs and Their Inclusion in the Educational System: Pedagogical and Psychological Aspects

2016 ◽  
Vol 8 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Anda Kauliņa ◽  
Daina Voita ◽  
Irēna Trubina ◽  
Toms Voits
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Educational Needs ◽  
Quality Of Education ◽  
Special Educational Needs ◽  
Education Professionals ◽  
Analysis And Evaluation ◽  
Teachers And Parents ◽  
Education Opportunity

Abstract One of the measures of the quality of education system is equal access to the education opportunity to enable learning for everyone. In the recent years, multiple conventions, declarations, announcements and resolutions regarding inclusive education have been approved internationally and included in the Latvian law of education. Nevertheless, even with the abundant amount of data and previous research results, the introduction and provision of inclusive education in practice has been controversial. The main focus has been placed on child inclusion within the educational system, but support for teachers and parents or legal guardians has not always been sufficient. For inclusive education to be truly successful, all involved parties should be receiving adequate support. Aim of the present study: analysis and evaluation of the present state of inclusive education framework and its success within the Latvian educational system. Materials and methods: literature review, survey. Conclusions: Inclusion of children with special educational needs in the inclusive education framework is a complicated pedagogical and psychological process requiring a specific attitude and preparedness of the education professionals, school staff, parents, children and society as a whole.

scholarly journals Quality of Education offered to Children with Special Educational Needs (SEN) in the era of Free Primary Education (FPE) in Rural Kenya: Perspectives of Educationists, Teachers and Parents

2021 ◽  
Author(s):  
◽  
Charles Makori Omoke
Keyword(s):  
Primary Education ◽  
Educational Needs ◽  
Rural Setting ◽  
Quality Of Education ◽  
Theory Approach ◽  
Special Educational Needs ◽  
Free Primary Education ◽  
Regular Teachers ◽  
Teachers And Parents

<p>The education of children with special educational needs (SEN) has been a focus of international inquiry. There is a strong advocacy for the inclusion of children with SEN in regular schools although this remains contentious and challenging. Despite an emphasis by the Kenyan government that children with SEN should be included in regular schooling, there has not been substantial investigation especially in rural settings on how these children can receive quality education. This thesis seeks to address this issue by exploring the perspectives of educationists, teachers and parents on the quality of education offered to children with SEN in the era of free primary education in a rural setting. A qualitative interpretive approach to research was used to generate data through interviews with government officials, teachers and parents, focus group discussions with regular teachers and observations in three schools spread over three rural districts. Thematic analysis was employed in analysing the data. A critical theory approach focussing on social justice and rights of children as enshrined in the United Nations Convention on the Rights of the Child (UNCRC) was used as a lens. The findings revealed that despite policy articulation, children with SEN occupied the role of “others” in schools and the society and were described in negative terms. Participants, especially regular staff and parents were emphatic that children with SEN required “experts” and “special” resources both of which were not available in regular schools. The participants felt that the available curriculum was relevant for “normal” children and therefore could not meet the educational needs of children with SEN. The broad conclusion drawn from this study is that there is need to distinctly define the terms inclusive education, special education and mainstream education in a way that the core stakeholders can understand, interpret and implement within their contexts. Designing a means of progress monitoring other than national examinations may help motivate both regular teachers and parents to see the need to have children with SEN in regular schools. There is need for further investigation on how regular teachers can be persuaded from existing beliefs that they are not qualified to teach children with SEN and how to convince parents that their children are worthy of an education.</p>

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.

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