WAYS TO IMPROVE THE PROCESS OF PHYSICAL EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

The relationship between school integration and special educational needs (hereinafter: SEN) is analyzed in the framework of an international resarch in this study. In the theoretical part the process of segregation, integration and inclusion is introduced, and also the use of the concepts is dicussed. The integration in the school system means the approach and practice against segregated education of students with disabilities with the aim to eliminate segregated education. SEN is not a diagnostic but an educational concept, and the its special pedagogy and legal term do not coincide. The research was extended to Ukrainian (the Transcarparthian n=280), Polish (n=271) and Hungarian students (n=552). The results show that school inclusion and social support are increased by school success. Success can increase the self-esteem of students with learning problems, which co-occures with the subjective perception of increasing social support and decreasing exclusion.

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MODELLING OF PREVOCATIONAL EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: SITUATION AND OPPORTUNITIES

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2013vol2.557 ◽

2015 ◽

Vol 2 ◽

pp. 150 ◽

Cited By ~ 1

Author(s):

Ingrida Baranauskienė ◽

Aistė Valaikienė

Keyword(s):

Present Article ◽

School Community ◽

Educational Needs ◽

Actual Situation ◽

Special Educational Needs ◽

The Creation ◽

Education Of Students ◽

Prevocational Education

The aim of the present article – to reveal the directions of prevocational education of students with SEN, actual situation and opportunities. In 2012 in Lithuania the research of the Delphi group was performed where 13 experts having direct pedagogical experience in working with students having SEN participated. In the article the influence of traditions in the country on the success of prevocational education, the importance of the creation of the interaction child-family-school-community have been analyzed, the main aims of prevocational education, actual situation and directions to be improved have been revealed.

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Physical Education and Special Educational Needs in North-West England

Sport Science Review ◽

10.2478/v10237-011-0041-8 ◽

2010 ◽

Vol 19 (5-6) ◽

pp. 263-283 ◽

Cited By ~ 5

Author(s):

Anthony Maher

Keyword(s):

Physical Education ◽

Educational Needs ◽

Special Educational Needs ◽

North West ◽

Individual Interviews ◽

Team Games ◽

The North ◽

General Feeling ◽

Limited Opportunity

Physical Education and Special Educational Needs in North-West EnglandThe paper examines the inclusion of pupils with special educational needs (SEN) in mainstream secondary schools from the perspective of physical education (PE) teachers. The findings of this case study, which used individual interviews and was undertaken in the North-West of England, suggest that team games are activities which teachers find particularly difficult to plan and deliver in an inclusive way. Specifically, many teachers suggested that there was limited opportunity for individual planning during team games and that they found it difficult to develop and implement rules and adapt games to make them more inclusive. Moreover, there was an expressed feeling among teachers that, first, their initial teacher training (ITT) had not prepared them adequately for their day-to-day endeavours to include pupils with SEN in PE; and, second, that the schools in which they work are not providing them with any inclusion training. Finally, there was a general feeling among PE teachers that they are not receiving enough support from special educational needs coordinators (SENCOs) and learning support assistants (LSAs) whose role is, lest we forget, to enable teachers to include pupils with SEN in the mainstream education system.

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THE CONTENT AND PROCESS OF NATURAL SCIENCES EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/18.15.07 ◽

2018 ◽

Vol 15 (1) ◽

pp. 7-17

Author(s):

Angelija Mačiukaitė

Keyword(s):

High School ◽

Natural Science ◽

Learning Difficulties ◽

Educational Needs ◽

Natural Sciences ◽

Research Literature ◽

Special Educational Needs ◽

Science Textbooks ◽

Education Change ◽

Education Of Students

The transformation of the classical school into a humanistic one, which started in the last decade of the 20th century, has accelerated a lot in the present century. How did the content and the process of natural sciences education change for students with special educational needs (SEN)? The research reviews documents, research literature and textbooks for students with SEN; it deals with the issues of organizing the process and content of their education and self-education. Adapted natural science textbooks for primary and high school are suitable for students with learning difficulties, disorders or mild learning difficulties. Textbooks for students with SEN partly satisfy the needs of these students. However, it would be useful to write natural science textbooks of a lower degree of difficulty for the students whose SEN are big or very big due to the moderate learning difficulties. Research carried out in the process of natural sciences (self-) education enables to make images directly, while students understand and start using the concepts in various contexts through action during the experiment, through observation and performing practical tasks. Keywords: students with special educational needs (SEN), natural sciences education, the process of (self-) education, textbooks.

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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 ◽

10.47197/retos.v44i0.91283 ◽

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.

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WAYS TO ACCOMMODATE STUDENTS WITH SPECIAL EDUCATIONAL REQUIREMENTS AND BEHAVIORAL DEVIATIONS IN THE PHYSICAL EDUCATION LESSON

Series IX: Sciences of Human Kinetics ◽

10.31926/but.shk.2021.14.63.1.20 ◽

2021 ◽

Vol 14(63) (1) ◽

pp. 155-162

Author(s):

I.L. CONSTANTIN ◽

Keyword(s):

Physical Education ◽

Primary School ◽

Professional Training ◽

Educational Needs ◽

Behavioural Problems ◽

Physical Education Teacher ◽

Special Educational Needs ◽

Education Teacher ◽

Physical Education Lesson ◽

Educational Requirements

It is especially important for the physical education teacher to have a good professional training because, in the current legislative context, he must be able to manage the behavioural problems of students during classes and at the same time be able to carry out effectively, efficiently and qualitatively lessons. The ability to observe and monitor the behaviour of students with special educational needs will allow the physical education teacher to record their progress by applying means of action, especially in the form of movement games, adapted to achieve integration and socialization during classes and to temper and shape their behaviour for a good hour. Aim of the research: The aim of this study was to analyze the aspects of integration and inclusion in the literature, highlighting the importance of categories of means for various conditions encountered in the physical education lesson, to accommodate students with special educational needs in primary school.

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The use of dynamic games in the development of motor skills among children with special educational needs

Timisoara Physical Education and Rehabilitation Journal ◽

10.1515/tperj-2017-0033 ◽

2017 ◽

Vol 10 (19) ◽

pp. 148-153

Author(s):

Bogdan Constantin Ungurean ◽

Adrian Cojocariu ◽

Alexandru Oprean

Keyword(s):

Physical Education ◽

Inclusive Education ◽

Dynamic Games ◽

Educational Needs ◽

Special Educational Needs ◽

Movement Quality ◽

School Year ◽

Long Jump ◽

Shuttle Run

Abstract Dynamic games can contribute to the growth of the efficiency, motivation in developing the quality of the movement for children with special educational needs, if the psycho-physiological particularities in the training of these children are followed, if the most efficient methods and means of achieving the purpose, a good staging of the training process with a proper dosage of the effort and with a growth of the quality in organizing and leading the activity are used. The purpose of the paper was to select among the movement games the most efficient ones for the developing of the movement quality, to explain them during physical education classes and the obtained results to demonstrate their efficiency in achieving the goal. To achieve this study, we started from the following hypothesis: we assume that by predominantly using the dynamic games during the physical education classes we can achieve a growth of the indices of the movement quality in children with special educational needs. Methods and materials: In this aspect, we built a set of tests (Long jump, speed running – 50 meters, Shuttle run 5x10m, throwing rounders ball) with which we operated in two periodical assessments during an entire school year. The place of this study was at the “St. Andrew” Inclusive Education Scholar Center from Gura Humorului. These two classes of students had one weekly hour of physical education in their timetable. Results and conclusions: Using the results of the physical assays as reference elements, the accumulations of the pupils during the research concerning the movement quality had emerged. In conclusion, if age and individual particularities of the pupils, didactical canons are followed, if proper preparatory games are selected and the planned activity happens in a systematic way with responsibility, the results won’t hesitate to appear.

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