scholarly journals GIFTED CHILD AS A PERSONALITY WITH SGIFTED CHILD AS A PERSONALITY WITH SPECIAL NEEDS IN THE INCLUSIVE ENVIRONMENT OF THE EDUCATIONAL ESTABLISHMENT

2017 ◽  
Vol 2 ◽  
pp. 61
Author(s):  
Olena Demchenko ◽  
Olga Zaitseva
Keyword(s):  
Inclusive Education ◽  
Gifted Children ◽  
Gifted Child ◽  
Special Educational Needs ◽  
Important Group ◽  
School Practice ◽  
Educational Establishment ◽  
The Status ◽  
The One ◽  
High Level

The article deals with the contradiction between the recognition of gifted children in the theoretical discourse as a category of persons with special educational needs, on the one hand, and the low level of their involvement in the inclusive educational environment at school practice, on the other. The necessity of providing talented individuals the status of an important group of atypical children, whose capabilities disclosing is complicated by the disharmonious type of mental development, high level of claims, a number of social and psychological problems is grounded. The needs and problems of gifted children and the system of social and pedagogical work, aimed forming their subjectivity in terms of inclusive education are defined.

scholarly journals Improving Pupil Support Delivery in Schools by Promoting Inclusive Education

Pedagogika ◽  
2016 ◽  
Vol 124 (4) ◽  
pp. 172-192
Author(s):  
Žana Vaitkuvienė - Zimina ◽  
Ramutė Bruzgelevičienė
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Support System ◽  
Basic Education ◽  
Education Programme ◽  
Educational Needs ◽  
Gifted Children ◽  
Special Educational Needs ◽  
School Practice

The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education. Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education. Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that: The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education. Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers. The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.

To Parents…(With Love)

G/C/T ◽  
1980 ◽  
Vol 3 (2) ◽  
pp. 3-4
Author(s):  
Gina Ginsberg Riggs
Keyword(s):  
Public School ◽  
Young Adulthood ◽  
Private School ◽  
Gifted Children ◽  
Gifted Child ◽  
Gut Feelings ◽  
The One ◽  
At Home

This article is written for the ultimate expert on the gifted child: you, the parent. After all, you know him longer than anybody, and you know him best. You may not be an authority on education of the gifted, but you are the leading expert on your own child; nobody else can make that claim. Listen politely, but ignore the well-meaning neighbor who thinks that your child must skip herself out of age mates and suitable friends in order to survive in school. You don't have to believe blindly every self-styled expert on gifted children you talk to. Take with a grain of salt the concerned professional who predicts failure for your child in public school and recommends placement in a private school for gifted children. A psychologist in one of the most respected universities in the country laid this on me after testing my five-year-old. I spent a whole year, looking for a non-existent school that we could not have afforded anyway. Maybe my children did not learn all they could in public school (does anybody?), but learn they did, and they went on to the colleges of their choice and productive young adulthood. Listen carefully to your child's teacher because your child in school may not be the one you know at home, and that makes for useful information. But use your own good instincts and gut feelings to decide for yourself what will best help your child become, to quote the late Dr. Elizabeth Drews, more fully human. So, dear authority on your child, look critically at the suggestions that follow and decide for yourself if they apply to your family. I hope they will be helpful to you because it is not easy to be the parent of a gifted child. But even if they are not applicable, I hope that your evaluation of my suggestions will help you arrive at your own solutions, because you should remember: You know best.

General Ways to Identity Students with Scientific and Mathematical Potential

1953 ◽  
Vol 46 (4) ◽  
pp. 230-234
Author(s):  
Howard F. Fehr
Keyword(s):  
Point Of View ◽  
Gifted Children ◽  
Early Age ◽  
Gifted Child ◽  
School Program ◽  
Great Work ◽  
Teachers College ◽  
Outstanding Teachers ◽  
The One ◽  
Work Done

The task of identifying giftedness is not an easy one. In December 1940, a two- day conference and workshop on education for the gifted was held at Teachers College in honor of the great work done by Leta Hollingworth. One section of outstanding teachers and educational research workers devoted itself entirely to the task of identifying the gifted child. The conclusion reached was: “At the present time we have practically no adequate instrument for identifying the gifted.”1 In The Gifted Child2 edited by Paul Witty, we read, “Present means of identifying and guiding the gifted leaves much to be desired,” and the rest of the brief chapter gives adequate support to this stand both in its meagerness of discussion and the problems for investigation that are raised. Even the latest book on Educating Gifted Children3 a report on the Hunter College Elementary School Program by Gertrude Hildreth and others, takes the same point of view regarding our ability to detect the gifted at an early age. Formal tests seem to be the one criteria that most people rely upon.

Inclusion of Tallented Children (Pupils) In the Current Czech Education System

2020 ◽  
Vol 12 (1) ◽  
pp. 54-68
Author(s):  
Lenka Gulová ◽  
Stanislav Střelec
Keyword(s):  
Inclusive Education ◽  
Special Educational Needs ◽  
Cognitive Dimension ◽  
The Czech Republic ◽  
The Social ◽  
Intellectual Abilities ◽  
The Status ◽  
The Individual ◽  
Educational Potential ◽  
Insight Into

When searching for an educational space allowing a deeper insight into the issue of inclusion in the Czech Republic, we chose a gifted pupil during his compulsory school education among the inclusion users. We are primarily interested in pupils with extraordinary intellectual abilities. In many aspects, the status of these pupils is comparable to the situation of other groups of pupils with special educational needs (SEN), as confirmed by relevant findings of both our and foreign researchers. Our focus is primarily on the broader, rather than just cognitive, issue of inclusive education. Using the example of the risks associated with the unequal social development of the gifted child, we attempt to point out the complexity and interconnectivity of the social and cognitive dimension of the child’s development. We assume that the goal of inclusion is a healthy and developed personal social competence, allowing the individual to overcome the obstacles resulting from his/her diversity and enabling him/her to develop his/her educational potential, to participate fully in society and to have access to all its resources.

scholarly journals DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES OF A SOCIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 66 (2) ◽  
pp. 193-198
Author(s):  
B. Baimenova ◽  
◽  
S. Zhubakova ◽  
B. Kiyassova ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Speech Disorders ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
Professional Activities ◽  
Pedagogical Competence ◽  
High Level

The development of inclusive education in Kazakhstan determines the renewal and improvement of approaches to the training and professional activities of teachers. Inclusive education involves co-education of healthy normally developing children and children with special educational needs. Children with special educational needs in the international classification are defined as children who experience constant difficulties in obtaining education due to: limited development opportunities – hearing, vision, speech disorders; behavioral and emotional problems; environmental factors – economic, social, cultural, the state of thematic health. The inclusion of children with special educational needs in General education organizations requires a change in approaches to education and the implementation of the pedagogical process. This, of course, increases the requirements for the competence of teaching staff. A special place among them is occupied by such a young profession as a social teacher. Its role is huge in the integral pedagogical process of the school, since one of the most important tasks of inclusive education is the full socialization of children with special educational needs. The article reveals the features of psychological and pedagogical competence of a social teacher as an important participant in the educational inclusive process. The authors offer indicators of a high level of psychological and pedagogical competence of a specialist.

scholarly journals The Gifted Disabled Student in the Regular and the Special Classroom

2015 ◽  
Vol 51 ◽  
pp. 19-32 ◽  
Author(s):  
Hanna David
Keyword(s):  
Learning Disabilities ◽  
Cognitive Abilities ◽  
Social Acceptance ◽  
Emotional Problems ◽  
Learning Ability ◽  
Gifted Children ◽  
Gifted Child ◽  
Age Appropriate ◽  
Physical Limitations ◽  
High Level

The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc.However, many gifted children belong to both categories. Some suffer from problems or irregularities unrelated to their giftedness, for example – learning disabilities (e.g. dyslexia, dyscalculia, dysgraphia, ADHD), or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to do with conforming to the classroom norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feelings or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored in the classroom might adopt behaviors such as abstention from activities, daydreaming or becoming the "classroom clown" and disturbing the teachers with voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it – lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like.In this article I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four , all gifted with either learning disabilities or emotional problems, and the successful interventions they had gone through until reaching reasonable results.

scholarly journals Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education

2021 ◽  
Vol 12 (3) ◽  
pp. 191-213
Author(s):  
Iryna Demchenko ◽  
Borys Maksymchuk ◽  
Valentyna Bilan ◽  
Iryna Maksymchuk ◽  
Iryna Kalynovska
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Simulation Modelling ◽  
Physical Education Teachers ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Professional Activities ◽  
Formative Stage ◽  
The Difference ◽  
High Level

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

scholarly journals Lamentation of Ibn Al-Rumi to Abu Al-Husain Yahiya Bin Umar Bin Al Hussein Bin Zaid Bin Ali(May Allah be pleased with him)

2018 ◽  
pp. 95-118
Author(s):  
Dr. Sera Tarek Kamal
Keyword(s):  
Human Life ◽  
Life Time ◽  
The Other ◽  
The Family ◽  
Standing Up ◽  
The Status ◽  
Complete Study ◽  
The One ◽  
High Level ◽  
The Impact

    Lamentations have formed an important theme throughout the successive periods of Arab poetry, especially the Abbasid period, for the multifaceted and humanistic aspects of this original poetic purpose, on the one hand, and because it transcends merely a positive emotional attitude of the elusive and negative people and life on the other. It is also worthy of research and guidance, and it is important to know the importance of human life and its causes. And its poets deserve attention . It was "the son of Rumi" who lived a life filled with oppression and injustice, one of the most prominent poets of this purpose and notify it, and seems to be overlooked as much as the poet and value this was motivated by the Astitharh carefully study a range of modern researchers, led by "Akkad" who Straighten him a complete study titled " son Abrome his life from his hair, "Abdul Hamid good in his study" Ibn Al-Rumi spelling "and other studies that have tried to explore this Mknunat felt Ahaaraly technical and substantive levels. With regard to the purpose of lamentation, the scholars unanimously agreed on the distinction of Ibn al-Rumi in it, and enabled him to know his data, especially the technical ones, but what is taken on these studies interest in certain poems other than the poet in this regard, especially those inherited by his children without paying attention to other poems The poet sang in religious and social figures that had an impact on changing the behavior of the society by diagnosing its shortcomings and standing up against the oppression and oppression practiced by the ruling authority against some of them, especially the "students" who suffered from the marginalization and persecution of power. and supporter of the family of Ali bin AbiTalib ( The poet of the poems, which included the heat of the passion and honesty, and the high level of artistic which provided the poet these characters, especially their hero, "Hussein bin Yahiya ibn Umar bin Zaid bin Ali" In this regard, because it included the sincerity of emotion, and creativity in the embodiment of poetic images coated with verbal templates, the poet's keenness to choose the most beautiful and plush; to fit the status of the lure and the end of the greatness he chose for himself, not a monk in a moral unit that the impact in the poem that included beyond One hundred percent, the visions of the Poet were gathered Life, time, alarm, and patience, which we tried to study, taking the technical and social approaches to uncover the meanings of the poem artistically and objectively    .

scholarly journals Satisfaction With the Collaboration Between Families and Schools – The Parent’s View

2021 ◽  
Vol 6 ◽  
Author(s):  
Ariane Paccaud ◽  
Roger Keller ◽  
Reto Luder ◽  
Giuliana Pastore ◽  
André Kunz
Keyword(s):  
Positive Impact ◽  
Nationwide Survey ◽  
Well Being ◽  
Special Educational Needs ◽  
Educational Decisions ◽  
Level Of Satisfaction ◽  
Wide Range ◽  
Educational Partnership ◽  
The One ◽  
High Level

Families and schools are two of the central living environments of children. Their collaboration is therefore seen as an important factor in education, having a high impact on learning outcomes, motivation, and children’s health. Nevertheless, current research also shows potential tensions in the educational partnership of families and schools, as different opinions and expectations about goals, competences and roles in education can result in conflicts. Based on a nationwide survey of Swiss parents who assessed the school situation of their children (N = 1275), this study examined parent’s experiences, needs and expectations regarding collaboration with schools, with a focus on important issues such as involvement in educational decisions, inclusion, and health. Results show a generally high level of satisfaction among parents, which is particularly related to the emotional well-being of their children at school, the quality of collaboration, and the trust in schools and teachers, both for parents of children with and without special educational needs (SEN). Nevertheless, involvement in educational decisions is perceived as rather marginal. Furthermore, the results indicate that parents of children with SEN are less confident about their children’s future. They are also less optimistic about their children’s academic self-concept and slightly more dissatisfied with their children’s school. Parents’ attitudes toward inclusion showed a wide range of opinions: on the one hand, inclusion is seen positively in terms of developing students’ social skills or promoting a more inclusive society. On the other hand, however, the resources of the school and the skills of the teachers were sometimes considered as insufficient. Our findings provide important insights regarding the further development of the educational partnership between schools and families. Good collaboration between schools and families can create an environment that promotes students’ emotional well-being as well as their academic skills. The positive impact of this partnership has been demonstrated in numerous studies and contributes to the implementation of an inclusive healthy school.

scholarly journals OPINIONS OF TEACHERS ABOUT STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
pp. 435-446
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Pedagogical Approach ◽  
Correct Analysis ◽  
Physical Education Lesson ◽  
Educational Establishment ◽  
Level Of Knowledge

Inclusive education is a process aimed to respond to the diversity of children’s needs by increasing their level of participation in learning and reducing their exclusion. This implies a number of substantial changes in terms of educational content, didactic and pedagogical approach, structure of the educational system and educational strategies. In order to effectively integrate students with special educational needs (SEN) in the physical education lesson, it is necessary for physical education and sports teachers to be familiar with the term “inclusive education”. The aim of this research is to make a correct analysis of teachers’ opinions and attitudes with regard to the integration of students with SEN in physical education lessons and to achieve a centralisation of medically exempt students in Bucharest. The research was conducted between February and June 2018 and consisted in applying a survey questionnaire among 157 physical education and sports teachers in Bucharest. The purpose was to identify their level of knowledge about inclusive physical education and to find out their opinions about the categories of students exempt from physical education classes for medical reasons and those with special educational needs in the educational establishment in which they worked. In conclusion, 98.1% of teachers have reported that they include students with SEN in physical education lessons and, due to the large number of positive responses, we can state that they are open to the new concept of inclusive education.

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