scholarly journals COMMUNICATION WITH PARENTS OF CHILDREN WITH SPECIAL NEEDS WHO HAVE DIFFICULTY ACHIEVING OR ARE UNABLE TO ACHIEVE THE MINIMUM GOALS IN REGULAR PRIMARY SCHOOL / KOMUNIKACIJA S STARŠI OTROK S POSEBNIMI POTREBAMI, KI LE S TEŽAVO DOSEGAJO ALI PA MINIMALNIH CILJEV V REDNI OSNOVNI ŠOLI NE ZMOREJO DOSEGATI

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Magdalena Tehovnik
Keyword(s):  
Primary School ◽  
Special Needs ◽  
Learning Difficulties ◽  
Verbal Communication ◽  
Children With Special Needs ◽  
Negative Experiences ◽  
Building Relationships ◽  
Educational Standard ◽  
High Level ◽  
Individual Parent

Good verbal and non-verbal communication is of paramount importance for maintaining and building relationships. However, educators need to be as much as possible attentive when talking to parents of children with learning difficulties to such an extent that they will not be able to complete the regular program. A teacher for children with special needs and a teacher who talk with parents about pupil’s problems and new opportunities in a program with a lower educational standard must have a high level of empathy. They need to be aware that these are injured parents and they need to be able to decide when an individual parent is ready for such information. Most importantly, parents have to feel that we really only want the best for the child and them. In this case, they will be ready for re-education sooner and the child will have fewer unnecessary negative experiences. Dobra verbalna in neverbalna komunikacija je za vzdrževanje in gradnjo odnosov izrednega pomena. Z vzporedno držo telesa in očesnim kontaktom sočutno komuniciramo z vsemi starši. Pri pogovoru s starši otrok s težavami pri učenju v takšni meri, da rednega programa ne bodo zmogli, pa morajo biti še toliko bolj čuteči. Specialni pedagog in učitelj, ki staršem predstavita težave in nove možnosti na programu z nižjim izobrazbenim standardom, morata imeti veliko mero sposobnosti vživljanja. Zavedati se morata, da so to ranjeni starši in znati morata presoditi, kdaj je posamezen starš pripravljen na kakšno informacijo. Najpomembneje je, da starši čutijo, da resnično želimo otroku in njim le najboljše. Čutiti morajo našo pomoč. V tem primeru bodo na prešolanje pripravljeni prej in otrok bo tako imel manj nepotrebnih negativnih izkušenj. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0859/a.php" alt="Hit counter" /></p>

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

scholarly journals Coping with the negative experiences of gifted children due to dis-synchrony

2020 ◽  
Vol 15 (3) ◽  
pp. 47-55
Author(s):  
Nafisa Burganova ◽  
◽  
Irina Sibgatullina ◽  
Leisan Zakirova ◽  
Luybov Komarova ◽  
...  
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
Gifted Children ◽  
Negative Experiences ◽  
Professional Activities ◽  
Effective Components ◽  
Interdisciplinary Interaction ◽  
High Level ◽  
Primary School Age ◽  
Modern Technologies

Currently, psychological support for gifted primary school children requires specialists not only to have a high level of psychological and pedagogical, but also other professional competencies for the effective correction of negative experiences. The purpose of the article is to develop methodological techniques and organization of professional activities of psychologists using modern technologies. The leading method for studying this problem is the modelling method, which allows us to consider this problem as a purposeful and organized process for improving professional and special competencies. The structure of the article includes the target, content, organizational procedural and effective components. Optimization of the model of differentiated approach for overcoming negative experiences in gifted children of primary school age due to dis-synchrony using the method of interdisciplinary interaction, will not only overcome negative experiences, but also prevent possible negative emotions, as well as improving the professional skills of specialists working in this field.

scholarly journals Med pravičnostjo, kakovostjo in učnimi dosežki v osnovni šoli

Šolsko polje ◽  
2020 ◽  
Vol XXXI (1-2) ◽  
pp. 167-189
Author(s):  
Matej Rovšek
Keyword(s):  
Primary School ◽  
Special Needs ◽  
School System ◽  
Modern Society ◽  
The Other ◽  
International Studies ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
External Assessment ◽  
Regular School

Between equity, quality and learning achievements in primary school One of the features of Slovenian primary school system is the parallelism of two groups of schools – regular ones and those for certain groups of students with special needs. This makes us one of the few countries (EASIE, 2018) to still have completely separated schools for just over 2% of students with special needs. Despite the fact that both types comprise the same educational system, which is, in most aspects, regulated by the same law, some groups of students with special needs do not have the possibility of schooling under the same roof. However, this is only a part of the topic we are going to discuss. The other one tackles the question of equity of schooling in regular schools – besides all other students, this mostly concerns those with special needs, those with mild intellectual abilities, Roma students as well as those with low socio-economic standards (SES). The equity of the Slovenian school system will be discussed in a wider context, not only in the case of gender, SES and nationality comparing learning achievements. The article is based on the assumption that the regular school of today is not adjusted to the developmental needs of most students. For the purpose of discussion, elements which comprise the school system, must be defined: some are either of systemic or curricular, or conceptual or pedagogic nature, such as: curriculum, standards of knowledge, different forms of internal and external assessment, placement of children with special needs etc. Despite all of these elements compromising to make a stable schooling system, they are not all coherent with the needs of today’s modern society and are, even more so, in contrast with the results of the neuro-science in education. Another category of equal opportunities within the question of school equity would, besides the SES, nationality and ethnicity, have to be that of different capabilities of students, regarding the unified (official) standards of knowledge. All of these elements also make it difficult for today’s school to become a school of diversity. A school which will support different students, regardless of their learning achievements, SES and other characteristics. A school where all the students could be successfully educated, those who are already in the regular schools as well as those who are still part of the segregated forms of education. The article will depict why the present school system is no longer suitable for the majority of students and will point to possible solutions. The key solution touches on the changes of curriculums and the concept of assessment, the changes of which also have an impact on all the other elements. The assumptions will be clarified by studying the connection of stated elements and data of the international studies such as the TIMSS and PISA study from 2018 and earlier as well as using other actual Slovenian studies. Key words: equity in education, children with special needs, curriculum, minimum standards of knowledge, assessments, learning achievements, cognitive science

scholarly journals EVALUATION OF HANDLING OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY SCHOOL INCLUSION

2018 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Kurniayu T.R.A Ratu
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
National Education ◽  
National Education System ◽  
Inclusive Schools ◽  
Qualitative Descriptive

According to article 15 of Law No. 20 of 2003 on National Education System, that kind of education for children with special needs is Special Education. Article 32 (1) of Law No. 20 of 2003 imposes limits that Special Education is education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and/or have the potential intelligence and special talents. The purpose of this study was to determine the treatment of children with special needs in inclusive schools in elementary school inclusion and know the resistance received by teachers in dealing with children with special needs in elementary school inclusion Glagah subdistrict in Lamongan district. Researchers used purposive sampling to choice of subjects in this study, to specialize in the subject in accordance with the purpose or goal of this study. Subjects in this study were three teachers who teach in the classroom who are children with special needs, the three principals in three schools as well as the inclusion of six parents whose children including children with special needs in inclusive schools in the District Glagah Lamongan. Technique data collecting by observation, interview techniques, and documentation techniques. The benefits of research to contribute about appropriate handler for special needs children who enroll in primary school inclusion. This study used a qualitative approach. This study was a qualitative descriptive.

scholarly journals It’s the ‘group’ that matters: Dramatherapy working with a group of parents and their children who have profound and multiple learning difficulties

Dramatherapy ◽  
2019 ◽  
Vol 40 (1) ◽  
pp. 5-16
Author(s):  
Jessie Ellinor
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Special Needs ◽  
Learning Difficulties ◽  
Secure Base ◽  
Family Work ◽  
Client Group

This article focuses on the practicalities, playful interventions and value of facilitating a family dramatherapy group at a Special Needs primary school. The group, comprised of four children with profound and multiple learning disabilities (PMLD) and their four primary carers, is co-facilitated by the author, a qualified dramatherapist, and a teaching member of staff. As the majority of children travel to and from school on a specially provided bus, there are few opportunities for their parents to meet one another. The dramatherapy group provides the parents with the opportunity to speak about the practical and medical aspects prevalent in their family worlds. It also offers all the participants something different: a ‘secure base’ which encourages individuals to take creative risks, attune, and reflect back feelings present within the group as part of a contained and confidential experience. Their unique relationships are witnessed, valued and developed through the therapeutic mediums of drama and movement. The article explores the theory related to the practice, and evidences, promotes and evaluates the rationale for family work with this client group.

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