scholarly journals ТРАНСДИСЦИПЛИНАРНОЕ МОДЕЛИРОВАНИЕ КАК КОРРЕКЦИОННО-РАЗВИВАЮЩАЯ СТРАТЕГИЯ В УСЛОВИЯХ ИНКЛЮЗИИ

2021 ◽  
Author(s):  
Maria Karaivanova
Keyword(s):  
Learning Disabilities ◽  
Inclusive Education ◽  
Elementary Mathematics ◽  
Interdisciplinary Approach ◽  
School Curriculum ◽  
Educational Technologies ◽  
Disabled Students ◽  
To Come ◽  
New Strategies ◽  
Standard Learning

Life in increasingly digitalised society demands high levels of education from contemporary man. To meet that demand, inclusive education has to come up with new strategies. Solutions can be found in a interdisciplinary approach to education. On this basis, the use of modelling with elementary mathematics as a way of integrating diverse academic subjects in the school curriculum is being developed. New interdisciplinary educational technologies are created and their applicability and effect on both students with and without learning disabilities are tested. The experiments are carried out in a standard learning environment with the participation of disabled students. The paper presents the results and, finally, conclusions are drawn.

Factor Analysis among the variables relating to purpose of using social media websites and nonacceptance of social media in recruitment

2020 ◽  
pp. 245-248
Keyword(s):  
Social Media ◽  
Factor Analysis ◽  
Social Science Research ◽  
Cost Effective ◽  
Science Research ◽  
Recruitment Strategies ◽  
Job Seeking ◽  
Hiring Process ◽  
To Come ◽  
New Strategies

In the era of Globalization, advancement of technology and stiff competition, particularly, in the I.T. Industry, companies have to adopt new H.R. strategies and practices so as to constantly evolve and grow. In this context, existing recruitment strategies have to be replaced by new strategies. Many companies are now extensively depending on the internet to connect to larger audiences globally. Organizations are in a position to attract profiles, resumes from potential candidates by announcing their vacancies on their own websites. E-recruitment is evoking interest among the companies typically over the last few years. The spread of information technology and growth of Internet has paved way for companies willing to hunt for talent on the job seeking websites. In the years to come, social networking will soon be an indispensable part of the hiring process. It is cost effective, does not require setting up an office and forms an effective tool for recruiters. The main purpose of this study was to understand the application of factor analysis in social science research and to reduce a large number of variables into manageable smaller factors for further analysis of the employers’ perception on social media recruitment with reference to the I.T. Sector in Bangalore.

Composition learning at a music school on the example of the School Composers’ Club at the K. Szymanowski Primary and Secondary Music Schools in Wrocław

2020 ◽  
Vol 7 (1(11)) ◽  
pp. 155-166
Author(s):  
Adam Porębski
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
School Age ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
School Year ◽  
Secondary Music ◽  
To Come ◽  
The One

It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.

scholarly journals Earth history and evolution of life in curriculum the high school of the State of São Paulo

2018 ◽  
Vol 14 (3) ◽  
pp. 296-303
Author(s):  
Cristiane Prado Scott dos Santos ◽  
Joseli Maria Piranha
Keyword(s):  
National Curriculum ◽  
Interdisciplinary Approach ◽  
School Curriculum ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Earth System ◽  
The Earth ◽  
Content Organization ◽  
Life Itself

Among the main obstacles to the literacy of the Earth System Sciences, the content organization in official curricula stands out. The knowledge of this science has been shown as fundamental for the formation of citizens who know how to use natural resources regarding environmental questions and life itself. Faced with such issues, the present study has done a documentary analysis of the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM in Portuguese, or National Curriculum Parameters of Secondary Education) and of the Currículo do Estado de São Paulo (CESP in Portuguese, or School Curriculum of the State of São Paulo), with aim at suggesting effective teaching alternatives for citizens formation. Both the PCNEM and the CESP present contents in a fragmented way through traditional disciplines, such as has been the educational structure in Brazil for decades. The PCNEM suggest an interdisciplinary approach of these contents, while the CESP do not mention this type of approach, but relates skills to be developed to each type of content, and so presents interdisciplinary teaching as valuable. As an alternative to this pedagogical structure, it is proposed that the contents encompassed in the Earth System Science should be treated in an interdisciplinary context, allowing the integrated development of contents and contributing to the teacher’s work.

scholarly journals THE USE OF EDUCATIONAL TECHNOLOGIES IN THE DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 02 (08) ◽  
pp. 44-51
Author(s):  
Gauhar Djanpeisova ◽  
◽  
Aziza Igamberdieva ◽  
Keyword(s):  
Preschool Children ◽  
School Curriculum ◽  
Educational Technologies ◽  
Scientific Article ◽  
Mathematical Concepts

The scientific article presents some didactic approaches to the formation of mathematical concepts in preschool children based on TIPS technologies. The methods and technologies of teaching children mathematics using developmental and logical games and exercises are revealed, the necessity of systematic preparation of children for mastering the school curriculum of mathematics is substantiated.

Learning Disabilities and the Professional Educator

1978 ◽  
Vol 1 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Stephen Larsen
Keyword(s):  
Learning Disabilities ◽  
Civil Rights ◽  
Learning Disability ◽  
Educational Practice ◽  
Learning Disabled ◽  
Educational Needs ◽  
Professional Standards ◽  
Ethical Practice ◽  
Disabled Students ◽  
Professional Educator

Dr. Stephen Larsen, President of D.C.L.D., has identified four central issues in the learning disability field as they relate to the educator: 1) determining the true parameters of the learning disabilities field; 2) monitoring the proliferation of tests and materials presumed relevant to educational practice; 3) insuring that learning disabled students are provided instructional opportunities in accordance with their educational needs and civil rights; and 4) determining professional standards that are necessary for competent and ethical practice. The professional educator is seen as the central person in the resolution of these issues as well as the central professional in planning, conducting, and/or coordinating the overall diagnostic and remedial efforts used with the learning disabled individual.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

scholarly journals The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools

2015 ◽  
Vol 5 (1) ◽  
pp. 23 ◽  
Author(s):  
Anna-Marie Wium ◽  
Brenda Louw
Keyword(s):  
South African ◽  
Inclusive Education ◽  
School Curriculum ◽  
White Paper ◽  
Main Stream ◽  
Close Collaboration ◽  
Barriers To Learning ◽  
Roles And Responsibilities ◽  
National School

This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.

Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

1992 ◽  
Vol 75 (1) ◽  
pp. 27-34 ◽  
Author(s):  
James W. Chapman ◽  
Frederic J. Boersma
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Response Patterns ◽  
Students With Learning Disabilities ◽  
Regular Form ◽  
Disabled Students ◽  
Normally Achieving ◽  
Scale Scores ◽  
Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

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