scholarly journals Uczeń ze specjalnymi potrzebami edukacyjnymi na lekcji języka obcego w szkole podstawowej – rola nauczyciela i środowiska szkolnego w realizacji koncepcji inkluzji

Neofilolog ◽  
2017 ◽  
pp. 25-41
Author(s):  
Monika Janicka
Keyword(s):  
Primary Schools ◽  
Applied Linguistics ◽  
Educational Needs ◽  
Language Teachers ◽  
The Other ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Primary School Students ◽  
School Students ◽  
Language Classroom

The article presents the tenets of the inclusion concept and the ways as well as the problems concerned with its implementation. Special attention has been given to primary school-students with special educational needs in the language classroom. In the article results of a research project are presented. The project had two aims. The first was to elicit the level of implementation of the inclusion concept at Polish primary schools using the example of teaching foreign languages. The other aim was to sensitise the students of applied linguistics – future language teachers – to the challenges concerned with teaching languages to children with special educational needs.

Teaching Basic Programming Concepts to Young Primary School Students Using Tablets

2020 ◽  
pp. 805-821
Author(s):  
Emmanuel Fokides
Keyword(s):  
Primary School ◽  
Mobile Applications ◽  
Primary Schools ◽  
Ease Of Use ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Policy Makers ◽  
The Third ◽  
Data Analyses

The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. No age differences were noted. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators, as well as policy makers, can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.

scholarly journals Aspects regarding the integration of children with special educational needs through participation in physical education

2020 ◽  
Vol 12 (Special Issue 1) ◽  
pp. 79-86
Author(s):  
DANA IOANA CRISTEA ◽  
IONUȚ MOȚOC ◽  
ANCA-CRISTINA POP
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Physical Education Class ◽  
Primary School Students ◽  
School Students ◽  
Children And Young People ◽  
Sport Activities ◽  
Observational Practice

Background: ‪Special education offers ways to the best capitalization of the possibilities that children in difficulty may have. These children, and especially those with mental and behavioral disabilities, need additional, competent supervision from specialists. Children and young people with special needs (SEN) are included in social (re)integration programs whose objectives can also be achieved through sport activities. Material and methods: In the high school where the research was conducted, during the observational practice, students with mild special educational needs are integrated into mainstream education and participate in physical activities. Results: ‪70.40% of the secondary school students and 71.10% of the primary school students agree with the inclusion of students with SEN in teams with the other students in the physical education class, and 16.60% and 14.50%, respectively, consider that they should be relieved of effort, while 13% and 14.50% want to practice separate classes. Conclusions: ‪The results of the study show that students with disabilities can be integrated through physical education activities, being accepted and encouraged by their peers. However, the lack of specialized teachers raises certain barriers in achieving the integration of people with SEN.

Tablets in Primary Schools

2018 ◽  
Vol 9 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Emmanuel Fokides
Keyword(s):  
Augmented Reality ◽  
Primary Schools ◽  
Positive Attitude ◽  
Teaching Method ◽  
Sixth Grade ◽  
The Other ◽  
Constructivist Teaching ◽  
Primary School Students ◽  
School Students ◽  
The Third

This article presents the results of a short project in which tablets were used for teaching the respiratory, circulatory, and digestive systems to 162 sixth-grade primary school students who were divided into three groups. The first group was taught conventionally using a textbook, while in the second a constructivist teaching method was applied and the teachers actively participated in the process. The third group was also taught using the same constructivist teaching method, but the instruction was technologically enhanced with tablets and an application with augmented reality features. Data was collected by means of evaluation sheets and a questionnaire. The results indicated that students in the third group outperformed students in the other two groups. As for students' misconceptions, the only notable difference was between the third and first group. These results can be attributed to students' strong positive attitude towards the use of tablets, motivation, and enjoyment, as well as to the teaching method. The study's implications are also discussed.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

STUDY OF THE INFLUENCE OF THE LEVEL OF ANXIETY DEVELOPMENT ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL STUDENTS

Vestnik ◽  
2021 ◽  
pp. 155-160
Author(s):  
А.Е. Малибаева ◽  
Б.К. Кайрат ◽  
А.И. Нуфтиева ◽  
Л.Б. Умбетьярова ◽  
М.С. Кулбаева ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Outcomes ◽  
Learning Process ◽  
Child Anxiety ◽  
Lower Class ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
The One ◽  
High Level

В современных стрессовых и негативных внешних экологических условиях растет число неуверенных в себе, эмоционально неустойчивых тревожных детей. В работах А.И.Захаровой, Н.В.Имеладзе, Л.М. Прихожановой говорится, что когда человек постоянно волнуется - возникает паника. Согласно анализу исследований многих авторов, детская тревога, с одной стороны, имеет психодинкамическую природу, с другой-является результатом социализации. По мнению психологов, у учащихся наблюдается высокий уровень тревожности в процессе обучения. В результате изучения данной проблемы установлено, что уровень тревожности и успеваемость ребенка тесно взаимосвязаны. Процесс приобщения детей, пришедших в школу, к процессу обучения тесно связан с процессом паники . In the current stressful and negative external environmental conditions, the number of insecure, emotionally unstable children with anxiety is growing. In the works of A.I. Zakharova, N.V. Imeladze, L.M. Prikhozhan, it is said that when a person is constantly agitated, panic occurs. According to the analysis of the research of many authors, child anxiety, on the one hand, has a psychodynamic nature, and on the other-is the result of socialization. According to psychologists, there is a high level of anxiety in students ' learning process. As a result of the study of this problem, it was found that the level of anxiety and the child's academic performance are closely related. The process of adaptation of children to the learning process is closely related to the panic process. However, the level of anxiety in lower-class students affects the learning process and learning outcomes.

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