Estrategia Metodológica Para La Atención Diferenciada De Niños Con Necesidades Educativas Especiales Transitorias

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Beatriz Liliana Vélez Loor
Keyword(s):  
Educational Needs ◽  
Early Developmental Stage ◽  
Special Educational Needs ◽  
Raising Children ◽  
The Family ◽  
Methodological Improvement ◽  
Teachers And Parents ◽  
The Right ◽  
Historical Methods ◽  
Early Developmental

La atención en el momento evolutivo inicial del niño, depende de las condiciones que el adulto le proporcione. La familia y la escuela son los contextos que contribuyen a crear el ambiente adecuado que propicie el desarrollo saludable del niño, es decir, que crezca física, psíquica y emocionalmente sano. El objetivo de la investigación que hace énfasis al proceso de formación continua de los docentes de la enseñanza básica de la Escuela Ernesto Vera del Cantón Rocafuerte Provincia de Manabí, brinda los espacios para conocer la responsabilidad de educar a los hijos,que en los últimos años ha recaído en el grupo familiar y ha modificado su centro de acción hacia la escuela y otros agentes educativos, que están asumiendo la tarea y la responsabilidad de satisfacer las necesidades que plantea el desarrollo de los niños y las niñas, como de preparar su futuro en el seno de la sociedad. La metodología utilizada para el diagnóstico inicial, se originó con encuestas a docentes y padres de familia, dando resultados que sustentan la investigación efectuada, para dar paso a cuestionar la problemática presentada y llegar a proponer una estrategia que permita mejorar la situación real en la cual viven los niños y niñas con dificultades de aprendizajes transitorios. Se utilizaron los métodos y técnicas histórico lógico, análisis-síntesis, inducción-deducción, observación a clases,  entrevista con docentes,  grupo focal, modelación  y  pre-experimento,  dando  cumplimiento  al  diseño  de  una  estrategia metodológica para perfeccionar la superación metodológica de los docentes dirigida la atención de los niños con necesidades educativas especiales transitorias. Palabras   claves:   Necesidades   educativas   especiales   transitorias,   atención diferenciada, estrategias  metodológicas. Summary  The attention in the early developmental stage of the child, depends on the conditions that the adult gives you. The family and school are the contexts that help to create the right atmosphere conducive to healthy child development, to grow physically, mental and emotionally sane. The research objective that emphasizes the process of training of Basic school teachers School Canton Ernesto Vera Rocafuerte  Manabi Province, provides spaces for the responsibility of raising children, which in recent years has gone to the family group and change center of action towards school and other educational agents, who are taking the task and responsibility to meet the needs arising from the development of children, and to prepare its future within society. The methodology used for the initial diagnosis, surveys originated with teachers and parents, giving results that support the research carried out, giving way to question the problems presented and come to propose a strategy to improve the actual situation in which children living with learning difficulties transient. We used thelogical historical methods and techniques, analysis, synthesis, induction, deduction, observing classes, meeting with teachers, focus group, pre-modeling and experiment, thus fulfilling the design of a methodological strategy to improve the methodological improvement of teachers directed the attention of children with special educational needs transitory. Keywords: temporary special educational needs,  individualized attention, methodological strategies.

EVERYDAY PRACTICE OF MOTHERS IN A PROVINCIAL SOVIET CITY IN THE 1950–60S

2020 ◽  
pp. 42-51
Author(s):  
Irina V. Bogdashina
Keyword(s):  
Well Being ◽  
Reproductive Behaviour ◽  
Working Mother ◽  
Material Wealth ◽  
The Real ◽  
Raising Children ◽  
Diffi Cult ◽  
The Family ◽  
The Right

The article reveals the measures undertaken by the Soviet state during the “thaw” in the fi eld of reproductive behaviour, the protection of motherhood and childhood. Compilations, manuals and magazines intended for women were the most important regulators of behaviour, determining acceptable norms and rules. Materials from sources of personal origin and oral history make it possible to clearly demonstrate the real feelings of women. The study of women’s everyday and daily life in the aspect related to pregnancy planning, bearing and raising children will allow us to compare the real situation and the course of implementation of tasks in the fi eld of maternal and child health. The demographic surge in the conditions of the economy reviving after the war, the lack of preschool institutions, as well as the low material wealth of most families, forced women to adapt to the situation. In the conditions of combining the roles of mother, wife and female worker, women entrusted themselves with almost overwork, which affected the health and well-being of the family. The procedure for legalising abortion gave women not only the right to decide the issue of motherhood themselves, but also made open the already necessary, but harmful to health, habitual way of birth control. Maternal care in diffi cult material and housing conditions became the concern of women and the older generation, who helped young women to combine the role of a working mother, which the country’s leadership confi dently assigned to women.

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 Personal characteristics of parents of children with special educational needs in education

2020 ◽  
Vol 133 (4) ◽  
pp. 197-204
Author(s):  
A.S. Mambetalina ◽  
◽  
M.D. Muratova ◽  
Keyword(s):  
Personal Characteristics ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Parental Attitude ◽  
Psychological Defense ◽  
Raising Children ◽  
Number Of Children ◽  
The Impact ◽  
The City ◽  
Factor Of Influence

The article examines the study of personal characteristics of parents of children with special educational needs in education (SEN) in the city of Nur-Sultan, Kazakhstan. Today, the problem of studying a family, raising children with special needs in education is relevant and requires extensive research. This is confirmed by the large number of children with SEN in Kazakhstan. The study is aimed in particular at studying the factor of influence of certain parental personality traits and characteristics (mechanisms of psychological defense, coping-strategy and guilt conscience) on the child and on his abilities and success in educational and correctional processes. The scientific novelty of the results of this article lies in the correlation between the personal characteristics of the parents of children with SEN with the data that determine the parental attitude towards the child and the impact of the studied indicators of the parents on the child’s progress in correctional and specialized educational programs.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

scholarly journals La formación del profesor de Educación Física en las Necesidades Educativas Especiales, hacia la reflexión y la acción, desde acuerdos internacionales y Leyes en Chile (The training of the Physical Education teacher in Special Educational Needs, towards

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 709-715
Author(s):  
Antonio Castillo-Paredes
Keyword(s):  
Physical Education ◽  
Educational Needs ◽  
Special Education Students ◽  
Physical Education Teacher ◽  
Special Educational Needs ◽  
Education Students ◽  
Education Teacher ◽  
Motor Activities ◽  
Minimum Requirements ◽  
The Right

  El Informe Warnock y la Declaración de Salamanca, establecieron criterios estandarizados sobre conceptos y requerimientos mínimos para una enseñanza homogénea de los centros educativos para las personas con Necesidades Educativas Especiales (NEE). Las NEE dentro de la normativa en Chile, se clasifican en Necesidades Educativas Especiales Permanentes y Transitorias. Las cuales, mediante Decretos, Leyes y acuerdos internacionales, los niños, niñas y adolescentes tienen el derecho de una educación de calidad, tendiendo en consideración las características particulares que pueden presentar los estudiantes, este acompañamiento puede ser transitorio y/o permanente. De esta manera, se busca que, a través de la Educación Especial, el alumnado obtenga herramientas necesarias para su utilización en contextos sociales y laborales. Sin embargo, desde la Educación Física en contextos escolares, se evidencia poca preparación o conocimiento de las características de las NEE que presente un estudiante por parte del profesor de Educación Física, si bien, en distintas universidades se encuentra la asignatura que dote a los estudiantes de pedagogía de herramientas y competencias para el trabajo con escolares con NEE, se evidencia que existe una falta de componentes teóricos y prácticos para trabajar con NEE. Finalmente, se invita a la reflexión para la utilización de actividades físico – deportivas o motrices adaptadas, las cuales podrían permitir ser una herramienta complementaria e inclusiva en la clase de Educación Física escolar.  Abstract. The Warnock Report and the Salamanca Declaration established standardized criteria on concepts and minimum requirements for a homogeneous teaching of educational centers for people with Special Educational Needs (SEN). SEN within the regulations in Chile are classified as Permanent and Transitory Special Educational Needs. Which, through Decrees, Laws and international agreements, children and adolescents have the right to a quality education, taking into consideration the characteristics that students may present, this accompaniment may be transitory and / or permanent. In this way, it is sought that, through Special Education, students obtain the necessary tools for their use in social and work contexts. However, from Physical Education in school contexts, little preparation, or knowledge of the characteristics of SEN presented by a student is evidenced by the Physical Education teacher, although, in different universities there is the subject that provides students pedagogy of tools and competencies for working with schoolchildren with SEN, it is evident that there is a lack of theoretical and practical components to work with SEN. Finally, reflection is invited for the use of adapted physical - sports or motor activities, which could allow them to be a complementary and inclusive tool in the school Physical Education class.

scholarly journals Psychological analysis of sociogram and biographical method for investigating parents of children with special educational needs

2020 ◽  
Vol 11 (2) ◽  
pp. 114-120
Author(s):  
Bohdana Andreyko ◽  
Iryna Subashkevych
Keyword(s):  
Family Relationships ◽  
Educational Needs ◽  
Scientific Data ◽  
Emotional States ◽  
Special Educational Needs ◽  
Raising Children ◽  
Symbiotic Relationships ◽  
Psychological Analysis ◽  
Scientific Results ◽  
Special Children

Aim. In order to provide psychological counselling, it is necessary to properly diagnose and study the psycho-emotional states, psychological makers of parents raising children with special educational needs (SEN). Methods. In the diagnostic and practical work with parents of children with SEN, we used the text analysis method and the biographical method (including projective techniques lifeline, my autobiography), which combine diagnostic and psychotherapeutic scientific results. Family sociogram technique (Eidemiller, 2002) and its modified version (Tkachova, 2014) are used to study interpersonal family relationships and the nature of communication. The article analyses the scientific data and approaches to the study of problems faced by parents, arising from the condition of their child; emotional states of parents raising a child with SEN; stage of experience of the birth of their child. Results. Intervention is focused on the present and future. If the experience of the past comes up, it is used for the benefit of achieving certain goals. An important result of the study to be worked on is that parents of special children mention only their family and children, but forget about their own wellbeing. Children with SEN are surrounded by care and love, parents seek symbiotic relationships with children trying to satisfy all their needs, protect from difficulties, offer boundless love and sometimes over-protection. Conclusion. Knowledge of psychological stages identified within the theory of grief helps professionals understand when and how it is better to intervene in the situation taking into account the characteristics of a particular family and individual reactions.

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.

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