scholarly journals Working With Students With Special Educational Needs: Views and Experiences of Geography Teachers

Dela ◽  
2016 ◽  
pp. 89-122
Author(s):  
Tatjana Resnik Planinc ◽  
Karmen Kolnik
Keyword(s):  
Special Needs ◽  
Educational Needs ◽  
Special Educational Needs ◽  
School Teachers ◽  
Ability To Work ◽  
The Past ◽  
Teaching Standards ◽  
Rapid Changes ◽  
Inclusive School ◽  
Excessive Number

In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.

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 TEACHERS’ OPINIONS ON THE PROCESS OF (SELF) EDUCATION IN WORLD STUDY IN AN INCLUSIVE CLASSROOM

2014 ◽  
Vol 11 (3) ◽  
pp. 9-22
Author(s):  
Angelija Mačiukaitė ◽  
Irena Balčiūnaitė
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Independent Study ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Aids

When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently. Key words: primary school teachers, students with special educational needs (SEN), inclusive education, world study.

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

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Puji Rahayu
Keyword(s):  
High School ◽  
Foreign Language ◽  
Special Needs ◽  
Educational Needs ◽  
Senior High School ◽  
Special Educational Needs ◽  
Teaching English ◽  
Teaching Techniques ◽  
Students With Special Needs ◽  
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

Inclusive and Special Education Services in Rural Settings

2020 ◽  
Author(s):  
Jayanthi Narayan ◽  
Nibedita Patnaik
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Rural And Remote ◽  
Remote Areas ◽  
Rural And Remote Areas

Education is a fundamental right of all children, including those with special educational needs. Efforts to achieve education for all has resulted in the focused attention of governments around the world, thereby improving the quality of education in schools and leading to dignified social status for students previously marginalized and/or denied admission to schools. This worldwide movement following various international conventions and mandates has resulted in local efforts to reach rural remote areas, with education provided by the government in most countries. Though there has been significant progress in reaching children, it has not been uniform. There are still many barriers for children in rural and tribal areas or in remote parts of the country that prevent them from receiving equitable education. The essence of inclusive education is to build the capacity to reach out to all children, thereby promoting equity. In the 1990s, special needs education was a focus, and integrating it into the overall educational system led to reforms in mainstream schools which resulted in inclusive education that addressed the diverse learning needs of children. How successful have we been in these efforts particularly in the remote and rural areas? There are various models and practices for special and inclusive education in rural and remote areas, but reaching children with special educational needs in such areas is still a challenge. Though there are schools in these areas, not all are sufficiently equipped to address the education of children with special needs. Furthermore, teachers working in rural areas in many countries are not adequately trained to teach those with special needs, nor are there the technological support systems that we find available in urban areas. Yet, interestingly, in some rural/tribal communities, the teachers are naturally at ease with children with diverse needs. The schools in such areas tend to have heterogeneous classes with one teacher providing instruction to combined groups at different grade levels. Evidence shows that rural teachers are less resistant to including children with special needs compared to urban teachers. Because of their homogeneous lifestyle, community supports in rural areas offer another supportive factor toward smooth inclusion. Though primary education is ensured in most rural and remote areas, children have to travel long distances to semi-urban/urban areas for secondary and higher education; such travel is further complicated when the child has a disability. In many rural areas, children with special needs tend to learn the traditional job skills naturally associated with that area, though such skills are not always blended into the school curriculum. Preparing teachers to provide education in rural areas with the latest technological developments and a focus on vocation is bound to make that education more meaningful and naturally inclusive.

Os Direitos de Educação de Qualidade das Pessoas com necessidades Educacionais Especiais na Perspectiva Inclusiva

2018 ◽  
Vol 19 (2) ◽  
pp. 130
Author(s):  
Julia Alejandra Pezuk ◽  
Eduardo Natali Della Valentina ◽  
João Fernando Brinkmann dos Santos
Keyword(s):  
Human Rights ◽  
Special Needs ◽  
Developmental Disorders ◽  
Quality Education ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
International Convention ◽  
Legal Documents ◽  
Inclusive School ◽  
The Right

A educação é um direito universal de todos os indivíduos que prevê a formação do ser humano no conhecimento disponível. No entanto, sabemos atualmente que a educação requer adequações para diversas situações a fim de que seja inclusiva e para todos, e inclua educandos portadores de necessidade especiais para garantir a eles os mesmos direitos e oportunidades. Nesse contexto entender melhor a qualidade e a forma como a educação é feita para todas as pessoas, especialmente para aqueles indivíduos que tem necessidades especiais é fundamental. Por isso a presente pesquisa refere-se a uma revisão de literatura estruturada pelo tema “o direito à educação de qualidade das pessoas com necessidades educativas especiais na perspectiva inclusiva”. Na busca por entender Assim, por meio desta revisão, se objetiva apontar o direito à educação de qualidade a todos, referenciando diversos documentos legais desde a “Declaração Universal dos Direitos Humanos” de 1948 até a “Convenção Internacional Sobre os Direitos das Pessoas com Deficiência” de 2009, compilando informações e propostas de valorização para o atendimento a pessoas com deficiência, transtornos globais de desenvolvimento e altas habilidades na escola inclusiva. É imprescindível notar que a convergência desses documentos garante acesso, permanência e participação a todos, incluindo, portanto, educandos portadores de necessidades especiais.Palavras-chave: Inclusão. Qualidade. Direito. Educação.AbstractEducation is a universal right for all individuals, also called learners, that guarantee the formation of human using the available knowledge that we have today. However, we currently know that education requires adaptations to diverse situations in order to be inclusive and for all, to be capable to include learners with special needs to guarantee to them the same rights and opportunities. In this context, understanding better the quality and the way education is made for all learner, especially for those individuals who have special needs its fundamental. Therefore, the present research refers to a literature-structured review by the theme "the right to quality education of people with special educational needs in an inclusive perspective". The aim of this review is to highlight the right education with quality for everyone, referencing various legal documents from the Universal Declaration of Human Rights of 1948 to the International Convention on the Rights of Persons with Disabilities "Of 2009, compiling information and valuation proposals for the care of people with disabilities, global developmental disorders and high skills in inclusive school. It is important to note that the convergence of these documents guarantees access, permanence and participation to all learners, including, therefore, students with special needs.Keywords: Inclusion. Quality. Right. Education.

Teamwork between class teachers and support teachers as the basis of inclusion—A case study in Romanian primary school education

2019 ◽  
Vol 6 (1) ◽  
pp. 328-335
Author(s):  
Alina Turculet ◽  
Mihaela Voinea
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Representations ◽  
Educational Needs ◽  
School Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Continuous Training ◽  
Primary School Teachers

The purpose of this study is to identify how primary school teachers understand the importance of inclusive education and the benefits of the collaboration between the class teachers and the support teachers. In order to identify the social representations of primary school teachers regarding the cooperation with the support teachers, we have used a questionnaire-based inquiry. We have organised the data into a case study at the level of primary school education. The responses to the open questions offered by the investigated teachers allowed a dramaturgical approach to the roles and the responsibilities of the actors in special education. Our results enhance the benefits of integration of students with special educational needs in the conditions of a distributed responsibility between parents, class teachers and support teachers. Therefore, the qualitative analysis of the written responses of primary school teachers reveals the need of continuous training in aspects related to special educational needs. Keywords: Special educational needs, support teachers, primary school education.

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