Experiences of pupils with severe special educational needs at special education institutions

Kairienė, Daiva; Geležinienė, Renata; Kaffemanienė, Irena; Melienė, Rita; Miltenienė, Lina; Tomėnienė, Laima

doi:10.21277/se.v1i39.416

Cited by 5 publications

(1 citation statement)

References 6 publications

(6 reference statements)

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“…Šiuo atveju pedagogai akcentuoja tiesioginę suaugusio žmogaus pagalbą vaikui, tačiau, nepajėgdami suteikti jos patys, įtraukiojo ugdymo realizavimo kokybę sieja su dideliu skaičiumi specialiųjų pedagogų arba mokytojų padėjėjų. Šią problemą patvirtina ir negalių turinčių mokinių, iškritusių iš bendrojo ugdymo mokyklų, tėvų (Galkiene, 2017) bei specialiosiose mokyklose ugdomų mokinių (Kairienė et al, 2019) nuogąstavimai dėl galimybės kokybiškai mokytis bendrojo ugdymo mokyklose. Florian (2019) teigimu, visais atvejais, kai įtraukusis ugdymas yra suvokiamas kaip ugdymo sistema, orientuota į "daugumą" mokinių ir "kai kuriuos", kuriems reikia individualių pritaikymų arba individualios paramos, tai kuria vidinės atskirties faktą ir skatina įtraukiojo ugdymo sampratos tapatinimą su specialiuoju ugdymu.…”

Section: Modelis įTraukus Specialusis Ugdymasunclassified

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Galkienė

2021

PED

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By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

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Section: Modelis įTraukus Specialusis Ugdymasunclassified

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Galkienė

2021

PED

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Teachers’ Opinions on the Process of (Self) Education in World Study in an Inclusive Classroom

Mačiukaitė

Balčiūnaitė²

2014

GU/NSE

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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.

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The Application of Methods Stimulating Activities of Students With Special Educational Needs in the Process of Teaching and Learning Natural Sciences

Mačiukaitė

2016

GU/NSE

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Changes in educational paradigms are directly connected with changes in educational goals, attitudes towards the organisation of educational process and teaching and learning methods. At present, methods stimulating students’ activities are applied to various topics and cycles in natural sciences classes, when students with special educational needs are educated in inclusive or segregated environments. Modern stimulating methods are very different, and some of them are of a particular importance while educating students with special educational needs to reveal the content of natural science classes. These include discussions, group work, project activities, concepts and definition scheme, pair work, structured notes. Stimulating methods are attractive for the students, to those with moderate and severe learning difficulties among them, when they correspond to their abilities. These methods make the process of education more varied, they provide conditions for better learning for students with various abilities, they help the students to apply their knowledge and educate them. Key words: lower high school, natural science education, students with special educational needs, modern methods stimulating students’ activities.

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Experiences of pupils with severe special educational needs at special education institutions

Cited by 5 publications

References 6 publications

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Teachers’ Opinions on the Process of (Self) Education in World Study in an Inclusive Classroom

The Application of Methods Stimulating Activities of Students With Special Educational Needs in the Process of Teaching and Learning Natural Sciences

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