Learning needs for special needs learners: A graph based adaptive approach for content sequencing

2017 ◽  
Author(s):  
Jonita Roman ◽  
Devarshi Mehta ◽  
Priti Srinivas Sajja
Keyword(s):  
Special Needs ◽  
Learning Needs ◽  
Adaptive Approach ◽  
Content Sequencing

Issues of training of specialists of inclusive education

2020 ◽  
Vol 43 (2) ◽  
pp. 83-90
Author(s):  
K. Myrzakhankizi ◽  
Keyword(s):  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Speech Pathology ◽  
Learning Needs ◽  
Equal Rights ◽  
Rights Of The Child ◽  
Speech Pathologist ◽  
The Republic ◽  
Special Learning Needs

In this article, the authors point to the most acute problem today of children with special learning needs in an inclusive environment. Today it is one of the world’s problems. The 1989 UN Convention on the Rights of the Child and the Salamanca Declaration on Principles of Education Policy with Special Needs (Salamanca, Spain) of 1994 are the legal basis for this issue. The “State Program for the Development of Education in the Republic of Kazakhstan for 2011 - 2020” says that the legislation of our country provides equal rights to children with special learning needs, and in the coming period the number of kindergartens and schools with inclusive education will increase. In accordance with world processes, our country is also expanding inclusive education. It is well known that there is a need for specialists to educate children with special needs. In this regard, the authors disclose the practice of the department of special education Abay KazNPU for the training of speech pathologist. At the same time, given that young people today do not understand speech pathology well, the author points out the importance of involving the media in this process, thereby emphasizing the importance of expanding the understanding of inclusion, by parents, young people and the general public.

Computer-based Learning Environments for Children with Special Needs

1987 ◽  
Vol 11 (1) ◽  
pp. 36-43
Author(s):  
Anne Williams
Keyword(s):  
Special Needs ◽  
Learning Environments ◽  
Learning Difficulties ◽  
Special School ◽  
Learning Needs ◽  
Computer Based Learning ◽  
Classroom Learning Environments ◽  
Computer Based ◽  
Special Learning Needs ◽  
Computer Based Learning Environments

How can we use computers effectively? This paper, which is intended for teachers already using computers in their classrooms, outlines and discusses three approaches to using and managing microcomputers with children who have special learning needs. The approaches describe computer-based classroom learning environments for children with a range of learning difficulties and are based on classroom work with children at D’Alton Special School, Hobart. Responses from some children working in these environments are also discussed.

How to be a Gifted Parent in School

G/C/T ◽  
1978 ◽  
Vol 1 (4) ◽  
pp. 37-45
Author(s):  
Gina Ginsberg
Keyword(s):  
Special Needs ◽  
Gifted Children ◽  
Learning Needs ◽  
Special Learning Needs

Gifted children learn earlier, better, faster, and often differently from most other children, and because of these differences they have special learning needs. This article attempts to suggest to parents ways of working with schools toward meeting these special needs.

Cognitive Apprenticeship for Learners with Special Needs

1994 ◽  
Vol 15 (4) ◽  
pp. 234-243 ◽  
Author(s):  
Jay W. Rojewski ◽  
John W. Schell
Keyword(s):  
Special Needs ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Adult Life ◽  
Cognitive Apprenticeship ◽  
Special Populations ◽  
Learning Needs ◽  
Instructional Approach ◽  
Special Learning Needs

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

scholarly journals Implementasi Pendidikan Karakter Inklusi Bagi Anak Berkebutuhan Khusus Di Sekolah Reguler

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Amka Amka
Keyword(s):  
Character Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Quality Education ◽  
Learning Needs ◽  
True Value ◽  
Learner Centered ◽  
Assessment Of Learning ◽  
Child Friendly

This paper aims to examine the implementation of inclusive character education for Children with pecial Needs (ABK) in regular schools. In learning, ABK children have different characters and modalities with normal learners. To that end, approaches, methods, techniques, and learning tactics need to be tailored to the learning needs to be meaningfully appropriate to the students' ABK. Permendiknas Number 70 of 2009 on Inclusive Education aims to provide the widest opportunity to all learners who have physical, emotional, mental and social abnormalities or have the potential of intelligence and / or special talents to obtain quality education according to their needs and abilities. Inclusive character education can be realized by actualizing the value of the wombs characterized by child-friendly learning. Implementation of inclusive character education in regular schools is characterized by child-friendly learning, empathy, learner-centered learning, and pursuit according to the learning needs of learners. Schools need to assess the needs of learners, complement the ABK-based sarpras and accessible child-friendly schools. Thus the curriculum, learning, interaction, and assessment of learning will be tailored to the needs of learners with special needs. This is the true value of the character, the learning that respects the learners.

scholarly journals Need Assessment Of Learning Inclusive Program For Students In Nonformal Of Early Childhood Education

2018 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Ari Putra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Formal Education ◽  
Assessment Process ◽  
Learning Needs ◽  
Special Needs Children ◽  
Learning Program ◽  
Childhood Education

The concept of the inclusive program is an organized according to the ability and needs of students with the aim of learners to be successful and can optimize the potential within themselves. Currently, the inclusive program is newly embodied in formal education programs such as elementary, junior, and senior high schools. The current problem does not clear the maturity of the concept of the inclusive education program in non-formal education, especially in non-formal of early childhood education. This study aims to find out how the assessment process done by teachers in Bunayya Islamic preschooler finding out the source of learning needs such as students with special needs. The research method used is the qualitative method by using triangulation of subject, time, and place. The result of this research show that Bunayya Islamic preschooler make an initiative to create their own learning concepts without technical guidance such as inclusive curriculum development and lesson plans. Bunayya Islamic preschooler runs the learning program by planning, implementing and evaluating the needs of learning resources of children with special needs. The conclusion of this study are the teacher performs several steps such as the identification of special needs children, pre-qualification priorities and the development of the learning curriculum to adopted the learning interpretation and alternative program for preschoolers and parent’s concepts

scholarly journals Enhancing the Pedagogical Competence of Inclusive School Teachers in Handling Children with Special Needs

2021 ◽  
Author(s):  
Sari Rudiyati ◽  
Bayu Pamungkas ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Special Needs ◽  
Learning Needs ◽  
Children With Special Needs ◽  
Learning Tools ◽  
School Teachers ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Pedagogical Competence ◽  
The Impact ◽  
Posttest Questionnaire

This study aimed to: 1) analyze the level of pedagogic competence of inclusive school teachers in dealing with children with special needs; 2) carry out activities to increase this competence; and 3) investigate the impact of these activities. An action research design was used. Data were collected through pretest and posttest questionnaire instruments and interviews. Two cycles of activities to increase the level of pedagogic competence were carried out: cycle 1 involved training and cycle 2 involved a workshop. The results showed that the training and workshops were effective in improving the pedagogic competence of inclusive school teachers in dealing with children with special needs and in improving the skills of teachers in preparing learning tools according to the learning needs of students, and this effect was significant. Keywords: teacher pedagogical competencies, inclusive schools, children with special needs

scholarly journals Competences of Special Pedagogue and Their Improvement Opportunities from the Point of View of Pedagogues

Pedagogika ◽  
2014 ◽  
Vol 115 (3) ◽  
pp. 135-146
Author(s):  
Emilija Urnėžienė ◽  
Kristina Budrytė
Keyword(s):  
Professional Development ◽  
General Education ◽  
Special Needs ◽  
Information And Communication Technologies ◽  
Social Relations ◽  
Research Data ◽  
Point Of View ◽  
Learning Needs ◽  
Successful Implementation ◽  
Special Educational Needs

Rapid changes in economy, social relations as well as globalisation, development of information and communication technologies impose new challenges on a teacher, who is a mediator between changes in education and processes of society improvement. Working with special learning needs students, a special pedagogue assists such learners in adopting content of education and develops their impaired functions, collaborates with their parents as well as teachers providing them with methodological support and consulting, develops individual, sub-group and group programmes for development of impaired functions of children, advice teachers regarding special education issues and others. More successful implementation of these activities requires certain competences of special pedagogue, which are outlined in the Description of Teacher Professional Competences and embrace: common cultural, professional and generic ones. The goal of the research: to reveal attitudes of special pedagogue of general education schools towards competences of special pedagogue and their improvement opportunities. The object of the research: competences of special pedagogue of general education schools. The methods of research: 1) analysis of scientific literature, 2) questionnaire survey, 3) statistic analysis of research data. The sample of the research included 244 special pedagogues from general education schools of various counties of Lithuania. In the first stage of the analysis the respondents were asked to express own attitudes towards competences of a special pedagogue. In the second stage of the analysis the special pedagogues pointed out what predetermines success in the process of education, where a special pedagogue works with learners of special educational needs. The third stage focused on identification of possibilities of professional development of special pedagogues, needs for competence development and, therefore, the respondents were requested to express own opinion about conditions, which are necessary to obtain competences of highest level. The research data revealed that for a special pedagogue, who works with special needs learners, it is most important to possess positive personal features (patience, tolerance, humanity, comprehensiveness, consistency, etc.) and all the professional competences, particularly focusing on competences of communication and collaboration, learners’ motivation and support to them, learner’s cognition and his/her acknowledgement and professional development. Personal motivation of a pedagogue, which embraces a wish to help, love for job, positiveness, development, is also of utmost importance. According to special pedagogues, a number of changes, such as reduction of workload, increase of financing, renewal of workplace, support from administration, provision with methodological aids, collaboration and changes in education may result in acquisition of competences of highest level. The paradigm of continuous development is also emphasized and its calls for personal, professional and social lifelong development. Continuous improvement ensures high quality activities of special pedagogue, which have influence not only on achievements of special needs learners but also on changes occurring in the society. Therefore, a special pedagogue has to be a constantly learning personality. In the context of constant changes, learning acquires features of a permanent process.

Inclusionary Practices Within the Middle and High School Educational Environments

2019 ◽  
pp. 90-118
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
Special Needs ◽  
Learning Experience ◽  
Learning Needs ◽  
12Th Grade ◽  
Educational Environments ◽  
Special Learning Needs ◽  
Teachers And Parents ◽  
Definition Of

This chapter is designed to inform and educate 6th- through 12th-grade teachers and administrators about inclusionary practices within the middle and high school educational environments. This chapter is divided into three sections. The first section provides a definition of inclusion. The second section discusses the benefits and challenges associated with implementing inclusion within middle and high school educational environments for both students with identified special learning needs and students without special needs. The last section investigates what can be done to overcome the challenges so that a better learning experience is had by all stakeholders, including students, teachers, and parents.

scholarly journals Pendidikan Inklusif: Konsep Dasar, Ruang Lingkup, Dan Pembelajaran

2018 ◽  
Vol 6 (2) ◽  
pp. 195-206
Author(s):  
Totok Yulianto
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Strategy ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Assessment System ◽  
National Standard ◽  
Learning Assessment ◽  
Learning Needs ◽  
Children With Special Needs

Inclusive education provides educational services based on the variation of learners potential in an educational institution. This service is very suitable for children with special needs that has unique individual characteristics. The implementation of inclusive education is currently not aligned with national schooling systems that tend to implement a standardized service system. The term of standard service is the equal treatments for each individual and the learning completeness with the benchmarks of the national standard. In relation to the condition of children with special needs, who has various limitations and learning needs, the implementation of inclusive education requires curriculum modification, learning strategy, learning assessment system and school management in accordance with the needs for children with special needs.

Sign in / Sign up

Export Citation Format

Share Document