This article is been based on the research with the aim to reveal the features of pedagogical and special pedagogical support for pupils with special educational needs (SEN) as well as to assess the demand for changes in the mentioned field on the ground of the survey of Lithuanian pedagogues and professionals (in all 1518 respondents). The number of children with SEN educating in mainstream schools is increasing, however, not only involvement of pupils having diverse needs (including those having SEN) into mainstream education is important, but also qualitative analysis of the educational process and content too. The analysis of highlighted character of implementation of pedagogical and special pedagogical support as well as the demand for changes showed the main focuses for improvement: support to child in a classroom decreasing exclusion, involving other participants (peers, parents, volunteers etc.), using flexible models and strategies of support.
The article describes educational characteristics of students with learning<br />disabilities. The participants of the research (students, parents, teachers, specialists)<br />have been submitted questions about the child’s learning situation and the support<br />provided at school and home. The answer analysis revealed positive and negative factors that affected the students with learning disabilities during the process of teaching and learning. Majority of these environmental factors (the children’s preparation to learn, learning environment, family support and assistance, collaboration of educators) are more construed as favourable rather than unfavourable by participants of the educational process (teachers, special educators, students and their parents). Moreover, the research discloses positive tendencies of education of students with learning disabilities (greater orientation to students’ achievements instead of difficulties; peer support and the like). It is ascertained that poor inclusion and involvement of children and parents as education partners is the issue that remains relevant.
The author aimed at analysing the satisfaction with a school and education of primary school children, having behavioural problems, as well as to disclose the character and causes of their experienced difficulties, and describe their anxieties due to inappropriate behaviour. The structured interviews with children have been applied. Children had an opportunity to add their comments to certain question. It was found that the controversial approach towards the school is common for those children who experience behavioural difficulties. In the school the need of children to communicate with their peers is satisfied, however they are not satisfied within the requirements of education as well as with the conflict relationships with other students in a school. Children feel concern about their inappropriate behaviour, and experience anxiety and tension. However, they used to blame themselves because of inappropriate behaviour at school. Teachers are not enough focused on the support to a child, but usually shifts the responsibility on him or her.
<p>The article describes the psychosocial characteristics of students with learning disabilities. Qualitative data collection and processing (interview and interview content analysis) and quantitative (socio-metric research) methods have been applied. Positive and negative psychosocial (emotional self-satisfaction/feeling, self-actualisation and self-expression and inter- personal relations) characteristics of a student with learning disabilities have been distinguished and defined. The social status of these students has been ascertained within the class and the motives of the classmates in their choices have been revealed.</p><p>A psychosocial portrait (according to feeling well, self- actualisation, and the quality of interpersonal relationship) of a student with learning disabilities is ambiguous, reconciling both positive and negative characteristics. In the class, a relatively high status of students with learning disabilities has been identified. Positive and negative classmate’s choices mostly related to personal qualities and acceptable or unacceptable behaviour of the students with learning disabilities. An analysis of interview content revealed the factors determining self-esteem, self-expression, and interpersonal relationships of students with learning disabilities.</p><p>Straipsnyje pateikiama mokymosi sutrikimų turinčių mokinių psichosocialinė charakteristika. Taikyti kokybiniai (interviu ir interviu turinio analizė) ir kiekybiniai (sociometrinis tyrimas) metodai. Išskirtos ir apibūdintos pozityvios ir negatyvios mokymosi sutrikimų turinčio mokinio psichosocialinės (emocinio pasitenkinimo/savijautos, savirealizacijos ir saviraiškos bei tarpasmeninių santykių) charakteristikos. Išsiaiškintas mokinių, turinčių mokymosi sutrikimą, socialinis statusas klasėje, atskleisti bendraklasių pasirinkimų motyvai.</p><p>Mokinio, turinčio mokymosi sutrikimą, psichosocialinis portretas (pagal savijautą, savirealizaciją ir tarpasmeninių santykių kokybę) nevienareikšmis, jame dera ir pozityvios, ir negatyvios charakteristikos. Nustatytas pakankamai aukštas mokymosi sutrikimų turinčių mokinių statusas klasėje. Teigiami ir neigiami bendraklasių pasirinkimai labiausiai siejasi su mokinių, turinčių mokymosi sutrikimų, asmeninėmis savybėmis ir priimtinu ar nepriimtinu jų elgesiu. Interviu turinio analizė leido atskleisti veiksnius, lemiančius mokinių, turinčių mokymosi sutrikimų, gerą savijautą, saviraišką bei tarpasmeninius santykius: mokinių požiūriu tai - draugiški santykiai klasėje, savo stiprybių mokantis pažinimas, geranoriška klasės draugų parama ir pagalba, sėkmė ir įvertinimas ne mokymosi veikloje; tėvų požiūriu - draugiški santykiai klasėje, vaiko palaikymas, galimybė vaikui dalyvauti klasės/mokyklos renginiuose, būrelių lankymas; mokytojų akcentuojami pozityvūs veiksniai: geras mokyklos lankymas, draugiškas bendravimas su klasės draugais, noras atlikti skirtas užduotis, gebėjimas susikaupti, mokėjimas tvardytis susidūrus su nesėkme, noras dalyvauti ir dalyvavimas klasės/mokyklos renginiuose; specialistų minimi pozityvūs vaiko ugdymosi psichologiniai veiksniai: gera vaiko savijauta klasėje, pasitikėjimas savimi, palaikantys bendraklasiai, šiltas ir palaikantis mokytojo santykis su vaiku, galimybė vaikui realizuoti savo pomėgius užklasinėje veikloje. Probleminės sritys, išryškėjusios per interviu dalyvių apibūdintus neigiamus psichosocialinius veiksnius, keliančius mokiniui ir jo ugdytojams diskomfortą, siejasi su gan dažnais neigiamais emociniais vaiko išgyvenimais, susijusiais su mokykla (nepalankūs santykiai su bendraklasiais ir mokytojais, patiriami mokymosi sunkumai, palaikymo ir pagalbos vaikui stoka), mokinio elgesio charakteristikomis, trukdančiomis bendrauti ir ypač - nepakankama savirealizacija ir saviraiškos stoka (menku įsitraukimu į bendras klasės/mokyklos veiklas).</p>
<p>Straipsnyje apibūdinamas vaikų, turinčių autizmo spektro sutrikimą, charakteristikų ir ugdymosi situacijų individualumas ir unikalumas. Ugdymo proceso dalyviai (tėvai, pedagogai, logopedai, psichologai, asistentai, bendraklasiai) nurodo ir panašius, ir skirtingus to paties vaiko bruožus bei poreikius. Vaikų, turinčių autizmo spektro sutrikimą, charakteristikų unikalumas ir požymių raiškos individualumas suponuoja ugdymo individualizavimo svarbą.<strong> </strong>Išskiriami ir<strong> </strong>analizuojami sėkmingą vaikų, turinčių autizmo spektro sutrikimą, ugdymą lemiantys veiksniai: ugdytojų vertybinės nuostatos ir draugiška mokyklos bendruomenė, vaiko individualumo pažinimas ir vaiko galiomis grįstas individualizuotas ugdymas, ugdymo dalyvių bendradarbiavimas,<em> </em>bendraklasių įtraukimas ir jų aktyvus dalyvavimas ugdymo procese.</p><p>In the paper, the favourable factors of the successful education of children with autism spectrum disorders have been analysed. The study confirms the uniqueness of the characteristics of children with autism spectrum disorders and their educational situations. Participants in the educational process - parents, teachers, speech therapists, psychologists, assistants, and classmates indicate both similar and different characteristics and needs of the same child. The uniqueness of the characteristics and individuality of the expression of peculiarities in children with autism spectrum disorders presupposes the importance of individualization of education. The study showed that educational success is determined by the favorable values and attitudes of the educators and friendly school community, as well as good knowledge of the child individuality, individualized education to address child’s needs and interests and to ensure his/her active participation. The collaboration of all educational participants, including the teacher, the child, the parents as well as the classmates has been found as one of successful educational factors</p>
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