scholarly journals MODELLING OF THE SYSTEM OF THE DEVELOPMENT OF FUNCTIONAL MATHEMATICAL LITERACY IN STUDENTS HAVING MODERATE SPECIAL EDUCATIONAL NEEDS IN PRACTICE: PEDAGOGUES’ APPROACH

2015 ◽  
Vol 2 ◽  
pp. 137
Author(s):  
Ingrida Baranauskienė ◽  
Laima Tomėnienė
Keyword(s):  
Action Research ◽  
Scientific Literature ◽  
Educational Needs ◽  
Mathematical Education ◽  
Special Educational Needs ◽  
Mathematical Literacy ◽  
Mathematical Abilities ◽  
Senior Class ◽  
Mainstream School

The article deals with the strategies used in of mathematical education, while creating the methodology of the development of mathematical literacy in senior class students of mainstream schools having moderate special educational needs oriented towards the development of functional students’ abilities in practice. 20 pedagogues (teachers of mathematics and special pedagogues) developing mathematical abilities of 30 students having moderate special educational needs in the 8th forms of mainstream schools participated in the action research. As it is shown in the scientific literature, the performed action research has been analyzed: its peculiarities and strategies of application in creating the methodology of the development of functional mathematical literacy in students with moderate special educational needs in the 8th form of mainstream school have been revealed

scholarly journals Creation of the Methodology of the Development of Functional Mathematical Literacy in the 8th Form of Mainstream School

2015 ◽  
Vol 3 ◽  
pp. 45
Author(s):  
Ingrida Baranauskienė ◽  
Laima Tomėnienė
Keyword(s):  
Action Research ◽  
Social Participation ◽  
Mathematical Knowledge ◽  
Special Educators ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Mathematical Literacy ◽  
Mainstream School

<p class="ListParagraph1"><em>The article deals with the aspects of the development of functional mathematical literacy of students with moderate special educational needs. Creating the methodology of the development of functional mathematical literacy of students with moderate special educational needs the action research was organized, where </em><em>9 eighth form students with moderate special educational needs, 9 parents of these students, 7 teachers of mathematics and 4 special educators participated. It has been found out that the development of functional mathematical literacy of students with moderate special educational needs educated in mainstream schools can be successfully organized when the methodology of its development is based on the combination of the concepts and theories of pragmatism, constructivism, social participation, empowerment, mathematical literacy, practical applicability of mathematical knowledge. </em></p><p class="ListParagraph"> </p>

DEVELOPMENT OF FUNCTIONAL MATHEMATICAL LITERACY OF STUDENTS HAVING MODERATE SPECIAL EDUCATIONAL NEEDS: APPROACH OF PEDAGOGUES FROM VOCATIONAL REHABILITATION CENTRES

2015 ◽  
Vol 2 ◽  
pp. 31
Author(s):  
Ingrida Baranauskienė ◽  
Laima Tomėnienė
Keyword(s):  
Young People ◽  
Vocational Rehabilitation ◽  
Vocational Training ◽  
Educational Needs ◽  
Vocational Schools ◽  
Special Educational Needs ◽  
Mathematical Literacy ◽  
Education Process

The article deals with the approach of pedagogues from vocational rehabilitation centres towards the importance of the development of functional mathematical literacy for vocational training of students having moderate special educational needs. It has been attempted to reveal the expression of the abilities of functional mathematical literacy of young people having moderate special educational needs, its importance for vocational training, to discuss the possibilities of the improvement of the education process of mathematics in a heterogeneous classroom, where students with moderate special educational needs learn. 124 pedagogues from Lithuanian vocational training centres and vocational schools who teach young people having moderate and severe special educational needs have participated in the research.

scholarly journals Providing Potential for Progress: Learning Support for Students with Special Educational Needs

2021 ◽  
pp. 272-282
Author(s):  
Margaret Kinnell Evans ◽  
Peggy Heeks
Keyword(s):  
Secondary Education ◽  
Action Research ◽  
Learning Difficulties ◽  
Educational Needs ◽  
First Year ◽  
British Library ◽  
Library Services ◽  
Learning Support ◽  
Special Educational Needs ◽  
Project Report

This paper considers the purposes, methods, findings and significance of the British Library LESSEN (Learning Support for Special Educational Needs) Project. The focus was on Year 7 students, i.e., in their first year of secondary education (aged 11-12 years), in ten English secondary schools who were on the Special Educational Needs (SEN) register because of their learning difficulties. Case studies were undertaken in 10 schools located in five Local Education Authorities (LEAs). Data were collected from documents, observation and an extensive interview program, both within schools and with LEA and schools library services staff. Work with individual children was also undertaken, supporting in subject lessons and in the SEN base, as well as assisting in the library, to provide an action research element to the investigation. Varying levels of library and staffing were found and recommendations were made as to future progress. The project report, Learning support for special educational needs is due for publication in 1997 by Taylor Graham.

scholarly journals Forms Organization of Work With People With Special Educational Needs in China

2021 ◽  
pp. 96-109
Author(s):  
Zeng Guanghai
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Scientific Literature ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Institutions ◽  
Observation System ◽  
Special Educational Needs

The article analyzes the conditions for providing accessible education for people with special educational needs in China. The development of inclusive education, its position at this stage of education in China is considered. The aim of the article is to reveal the essence of the concept of «inclusive education» and to define the forms of organizing the work of people with special educational needs in China. To achieve the goal of the study, the following research methods have been used: analysis of scientific literature, observation, system analysis, comparative analysis, logical analysis, analogy, methods of classification, systematization, generalization, analysis of personal experience of teaching and learning in higher educational institutions in China, comparison and interpretation of the obtained data. The results. The author defines that inclusive education is the provision of equal access to education for all students, taking into account the diversity of educational needs and individual capabilities of the individual. Based on the analysis of the scientific literature, it is shown that effective forms of organizing the educational process of children with special needs are: education in a general (inclusive) classroom, if necessary, with individual or group support; training in a correctional class of a general secondary education institution under the guidance of a special teacher, with participation in general school activities; distance learning for students who are physically unable to attend educational institutions; training in a medical and social institution, in particular with partial inclusion in a general secondary education institution. The article proves that inclusion is not a form, but a new education with its humanistic philosophy of possibilities and free choice, it is a necessary preparation for life and full integration of everyone into society. Conclusions. The author is convinced that the effectiveness of inclusive education depends on five main organizational and pedagogical conditions: the availability of an accessible environment and humane relations with all participants in the educational process; scientifically based system of integration of children into mixed (inclusive) groups; high professionalism of teachers and leaders; acceptance of each student and involvement, organizational culture and spirit of mutual understanding; integration of an inclusive educational organization with social institutions.

scholarly journals Inclusive education in Ukraine: Current status and problems in development

2020 ◽  
Vol 15 (3(57)) ◽  
pp. 81-93
Author(s):  
Olena Bocharova
Keyword(s):  
Inclusive Education ◽  
School System ◽  
Scientific Literature ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Opportunities ◽  
Current Status ◽  
Special Educational Needs ◽  
Good Education ◽  
Equality Of Educational Opportunities

An important issue of modern Ukrainian pedagogical science is the education of children with special educational needs in a comprehensive school. The main slogan of such a school is the accessibility and equality of educational opportunities. The goal is to provide a good education. The insertion of students with special educational needs in the classes and school community requires that the administration and teachers create an appropriate educational environment. They have to create the conditions for the full integration of such students. Referring to the research of Ukrainian scientific literature, the arti- cle reveals the concept of integration and inclusion as modern forms of teaching children with special educational needs. The article raises the following issues: the changes in the school system, the ways inclu- sive education is implemented in Ukraine, and the problems that Ukrainian schools face.

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