scholarly journals MODELLING OF PREVOCATIONAL EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: SITUATION AND OPPORTUNITIES

2015 ◽  
Vol 2 ◽  
pp. 150 ◽  
Author(s):  
Ingrida Baranauskienė ◽  
Aistė Valaikienė
Keyword(s):  
Present Article ◽  
School Community ◽  
Educational Needs ◽  
Actual Situation ◽  
Special Educational Needs ◽  
The Creation ◽  
Education Of Students ◽  
Prevocational Education

The aim of the present article – to reveal the directions of prevocational education of students with SEN, actual situation and opportunities. In 2012 in Lithuania the research of the Delphi group was performed where 13 experts having direct pedagogical experience in working with students having SEN participated. In the article the influence of traditions in the country on the success of prevocational education, the importance of the creation of the interaction child-family-school-community have been analyzed, the main aims of prevocational education, actual situation and directions to be improved have been revealed.

scholarly journals PREVOCATIONAL TRAINING AND EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INTEGRATED ENVIRONMENT

2015 ◽  
Vol 2 ◽  
pp. 126
Author(s):  
Ingrida Baranauskienė ◽  
Milda Jankutė
Keyword(s):  
Labour Market ◽  
Present Article ◽  
Social Exclusion ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Training And Education ◽  
Factors Influencing ◽  
Integrated Environment ◽  
Education Of Students ◽  
Prevocational Training

Prevocational training and education in integrated environment is especially important for students with special educational needs because it gives them possibility to avoid social exclusion and discrimination in the labour market. In the present article the possibilities of prevocational training and education of students having special educational needs in integrated environment have been analyzed. Specialists’ attitude towards prevocational training and education of students having special educational needs in integrated environment has been revealed; it has been found out how prevocational training and education is performed; factors influencing effective prevocational training and education have been investigated.

scholarly journals The possible contexts of inclusion and special educational needs in the light of an international research

2021 ◽  
Vol 12 (32) ◽  
pp. 109-129
Author(s):  
Mihály Fónai ◽  
Nóra Barnucz ◽  
Lajos Hüse
Keyword(s):  
Social Support ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Learning Problems ◽  
Subjective Perception ◽  
Special Educational Needs ◽  
Legal Term ◽  
Educational Concept ◽  
Education Of Students ◽  
Segregated Education

The relationship between school integration and special educational needs (hereinafter: SEN) is analyzed in the framework of an international resarch in this study. In the theoretical part the process of segregation, integration and inclusion is introduced, and also the use of the concepts is dicussed. The integration in the school system means the approach and practice against segregated education of students with disabilities with the aim to eliminate segregated education. SEN is not a diagnostic but an educational concept, and the its special pedagogy and legal term do not coincide. The research was extended to Ukrainian (the Transcarparthian n=280), Polish (n=271) and Hungarian students (n=552). The results show that school inclusion and social support are increased by school success. Success can increase the self-esteem of students with learning problems, which co-occures with the subjective perception of increasing social support and decreasing exclusion.

scholarly journals THE CONTENT AND PROCESS OF NATURAL SCIENCES EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2018 ◽  
Vol 15 (1) ◽  
pp. 7-17
Author(s):  
Angelija Mačiukaitė
Keyword(s):  
High School ◽  
Natural Science ◽  
Learning Difficulties ◽  
Educational Needs ◽  
Natural Sciences ◽  
Research Literature ◽  
Special Educational Needs ◽  
Science Textbooks ◽  
Education Change ◽  
Education Of Students

The transformation of the classical school into a humanistic one, which started in the last decade of the 20th century, has accelerated a lot in the present century. How did the content and the process of natural sciences education change for students with special educational needs (SEN)? The research reviews documents, research literature and textbooks for students with SEN; it deals with the issues of organizing the process and content of their education and self-education. Adapted natural science textbooks for primary and high school are suitable for students with learning difficulties, disorders or mild learning difficulties. Textbooks for students with SEN partly satisfy the needs of these students. However, it would be useful to write natural science textbooks of a lower degree of difficulty for the students whose SEN are big or very big due to the moderate learning difficulties. Research carried out in the process of natural sciences (self-) education enables to make images directly, while students understand and start using the concepts in various contexts through action during the experiment, through observation and performing practical tasks. Keywords: students with special educational needs (SEN), natural sciences education, the process of (self-) education, textbooks.

scholarly journals ШКОЛЫ С РАЗНЫМ ИНДЕКСОМ КАЧЕСТВА ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ: РЕЗУЛЬТАТЫ ИССЛЕДОВАНИЯ С ИСПОЛЬЗОВАНИЕМ ШКАЛЫ SACERS

2020 ◽  
Author(s):  
Elena Ivanova ◽  
Irina Vinogradova ◽  
Oksana Nesterova ◽  
Elizaveta Mayakova
Keyword(s):  
Extracurricular Activities ◽  
Quality Index ◽  
Educational Needs ◽  
Training And Development ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
The Creation ◽  
Educational Conditions

Введение. Проблема повышения качества образования актуализирует вопросы оценки и развития образовательных условий в образовательных организациях в целях обеспечения равных образовательных возможностей для всех обучающихся. Материал и методы. Исследование образовательной среды московских школ осуществлено с применением международной шкалы SACERS на рандомной выборке из 58 структурных подразделений образовательных комплексов, расположенных в восьми административных округах города Москвы. Результаты и обсуждение. Данные, полученные в ходе исследования образовательной среды, свидетельствуют о достаточном потенциале московских школ в плане взаимодействия между субъектами образовательного процесса, положительных тенденциях в обеспечении вариативности программ дополнительного образования и внеурочной деятельности, благоприятных условиях, созданных в системе московского образования в плане профессионального развития педагогов. При этом в московских образовательных учреждениях имеются ограничения в плане обеспечения необходимыми условиями обучения и развития обучающихся с особыми образовательными потребностями. Установлено, что школы разных районов Москвы и даже корпусов одного образовательного комплекса различаются в плане обеспечения равными образовательными условиями. Наибольшие различия выявлены в таких компонентах образовательной среды, как организация внеурочной деятельности, дополнительного образования и предметной среды для различных видов деятельности, создание условий для обучения и развития обучающихся с особыми образовательными потребностями. В школах с более высоким индексом качества образовательной среды имеются достаточно однородные образовательные условия, которые обеспечивают относительно равный доступ к качественному образованию в сравнении с группой структурных подразделений с менее высоким индексом качества образовательной среды. Заключение. Качество образовательной среды московских школ обеспечивается содержательными компонентами, связанными со взаимодействием участников образовательного процесса, организацией учебного процесса и созданием условий для профессионального развития педагогов. Различия в сравниваемых образовательных организациях, определяющие неоднородность образовательных условий, связаны с такими характеристиками, как вариативность или единообразие в использовании ресурсов, наличие ресурса или его активное использование, систематичность работы или фрагментарность, ориентация на нормы контроля.Introduction. The problem of improving the quality of education actualizes the issues of assessment and development of the educational conditions in educational organizations in order to ensure the equal educational opportunities for all students. Material and methods. We used the SACERS international scales for studying the educational environment in Moscow schools. Located in eight areas of Moscow 58 structural units of educational complexes (sample) took part in the survey. Results and discussion. Such items as interaction between the parents, the teachers and the administration of the school, the variability of the education programs and extracurricular activities, good conditions for the professional teachers’ development showed the great result. At the same time, there are some confines in providing the necessary conditions for training and development for the students with special educational needs. It was established that schools differ in providing equal educational conditions. The greatest differences are in such components of the educational environment as the organization of extracurricular activities, additional education and the subject environment for various types of activities, the creation of conditions for training and development of the students with special educational needs. Schools with a higher quality index of the educational environment have homogeneous educational conditions that provide relatively equal access to the quality education in comparison with the group of schools with a lower quality index of the educational environment. Conclusion. The quality of the educational environment in Moscow schools achieved in the participants’ interaction in the educational process, the organization of the educational process and the creation of the conditions for the professional development for teachers.

scholarly journals What About Inclusive Education and ICT in Italy: a Scoping Study

2016 ◽  
Vol 12 (25) ◽  
pp. 26
Author(s):  
Valentina Della Volpe
Keyword(s):  
Inclusive Education ◽  
Compulsory Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Student Knowledge ◽  
Special Education Needs ◽  
Age Appropriate ◽  
Differentiation Of Instruction ◽  
Education Of Students ◽  
Staff Commitment

Strategies and approaches to inclusion in the classroom are important in developing a high quality, inclusive experience for students with Special Education Needs. Generally, strategies are not geared towards specific exceptionalities, but are instead designed to be implemented across exceptionality categories. Pavone (2014) and de Anna, Gaspari, Mura (2015) determined through their systematic literature review and research results that co-operation among staff, commitment and accountability to the teaching of all students, differentiation of instruction, and recognizing “that social interaction is the means through which student knowledge is developed” are key to successful inclusion of students with SEN. This paper looks at the issue of school inclusion by referring to the most recent laws about the inclusive education of students with special educational needs in Italy. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. So ICT should be considered as a key tool for promoting equity in educational opportunities, that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education. The paper also argues how the Italian teachers can realized good practices for inclusion through the use of ICT.

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