EDUCATION AND ASSESSMENT OF LEARNING OUTCOMES IN LITHUANIAN SPECIAL SCHOOLS

2018 ◽  
Vol 3 ◽  
pp. 91-106
Author(s):  
Irena Kaffemaniene ◽  
Rita Meliene ◽  
Lina Milteniene ◽  
Renata Geleziniene ◽  
Daiva Kairiene ◽  
...  
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Educational Institutions ◽  
Special School ◽  
School Teachers ◽  
School Students ◽  
Special Schools ◽  
Questionnaire Method ◽  
Strongly Agree ◽  
Contemporary Education

The strategic aims of Lithuanian education orientate towards the development of inclusive education. However, in addition to mainstream schools, special schools still exist as well. In this context, future perspectives of special schools and their role in the inclusive education system has become a particularly relevant problem; therefore, it is important to analyse experiences of education in special schools.The aim of the study presented in the article is to analyse teachers’ opinion regarding special education and assessment of outcomes. The study was conducted in special schools of Lithuania, using a questionnaire method. Based on the data of the analysis of scientific literature sources, the ranking scale of variables (statements describing various dimensions of education and assessment of outcomes) was drawn up (respondents marked answers from 1 – strongly disagree to 5 –  strongly agree).The results of the study show that teachers of special schools understand priorities of contemporary education. This is demonstrated by strong approval of statements about fostering of self-esteem, development of communication and problem-solving abilities of special school students; search for non-traditional forms of education; involvement of school community in education. Nevertheless, in the opinion of a considerable share of special school teachers, individual teaching and a traditional lesson are more effective compared with the variety of learning methods. In the opinion of many special school teachers, the purpose of special education is to cope with students’ disorders, and only specialized educational institutions can ensure quality individualised education. Respondents also noted certain shortcomings of education at special schools.

MENTAL HEALTH IN RELATION TO SEXOF SPECIAL EDUCATION SCHOOL TEACHERS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Inderjeet Pal Kaur
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Sampling Methods ◽  
Special School ◽  
Cluster Sampling ◽  
School Teachers ◽  
Special Schools ◽  
Education School ◽  
Special Education School ◽  
Level Of Significance

This investigation was aimed to study the mental health levels among special education school teachers and its relation to their sex.Here, a sample of 120 special education school teachers (60 males and 60 females) was selected from 15 special schools of Delhi, Haryana and Rajasthan states through simple random, purposive, convenience and cluster sampling methods. The survey questionnaire ‘Mental Health Inventory’by Dr. A.K. Shrivastava and Dr. Jagdish (1981) was used for measuring levels of mental health among special education school teachers. Percentage analysis, t-test were employed for data analysis. Mental health levels of most of special school teachers (i.e. 82.50%) were found either average or near average. A little percentage was found to at either very good (7.50%) or very poor (10.00%) levels of mental health. Besides, a significance of difference between mean MHI scores of male and female special education school teachers (t= 3.72, which is significant at 0.01 level of significance) was found. Higher mean MHI score (138.20) for female special education school teachers than their male counterparts (129.15) indicated that the female special education school teachers were enjoying better mental health than the male teachers.

scholarly journals Attitudes toward Inclusive Education among School Teachers: A Comparative Study

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Arun Kumar ◽  
Dr. Punam Midha
Keyword(s):  
Inclusive Education ◽  
Special School ◽  
School Teachers ◽  
Special Schools ◽  
Male And Female ◽  
Regular School ◽  
Education School ◽  
Education In India ◽  
Special Education School ◽  
Purposive Sample

Inclusive education in India has recently received a momentum .A willingness on the part of Teachers to support all children in the mainstream classroom; including with special needs is the hallmark of inclusive education. Thus teacher’s attitudes toward inclusive education play a pivotal role in its success. In this way, the present study is an attempt to assess and compare the attitudes of mainstream and special education school teachers towards inclusive education .A purposive sample of 300 regular school teachers consisting of 150 teachers from mainstream and 150 teachers from special schools of Delhi-NCR (Noida, Ghaziabad, Delhi, Faridabad) of both male and female aged 24-45 yrs was drawn for research purpose. Attitudes toward Inclusive Education Scale (ATIES) developed by Wilczenski, F.L (1992), containing 16 items was used to measure their attitudes toward inclusive education. Descriptive and inferential statistics (t-test) were used to assess and compare the attitudes of teachers of mainstream and those of special school. The results indicated that teachers of mainstream school have more favourable attitudes than those of special schools, which may be one of the major causes of slow success of this system in India.

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

Diversity and Inclusion and Special Education

2020 ◽  
Author(s):  
Chris Forlin ◽  
Dianne Chambers
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
20Th Century ◽  
Inclusive Education ◽  
Learning Needs ◽  
Special Schools ◽  
New Era ◽  
Regular School ◽  
Diversity And Inclusion ◽  
Inclusive Approach

Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall more into a category of diversity. In particular, students who are excluded from schools due to severe infringements, those who are disenfranchised from school and refuse to attend, and those with severe emotional, behavioral, or mental health issues are not being serviced by the existing dual system. For these students neither existing special schools that cater to students with disabilities nor regular inclusive schools provide an appropriate education. The provision of a complementary and alternatively focused education to cater to the specific needs of these marginalized students seems to be developing to ensure sustainability of education and to prepare these new groups of students for inclusion into society upon leaving school. This tripartite approach highlights a new era in the movement toward a sustainable, inclusive education system that caters to the needs of all students and specifically those with the most challenging and diverse requirements.

scholarly journals Historical and pedagogical experience of the formation of the educational system of the Primorsky special school

2020 ◽  
Vol 9 (27) ◽  
pp. 276-283
Author(s):  
Konstantin Teodorovich Tikhiy ◽  
Tatiana Nikolaevna Shurukhina ◽  
Alexander Nikitovich Belov ◽  
Vladimir Nikolaevich Tarasenko ◽  
Aleksandr Leonidovich Anisimov
Keyword(s):  
Twentieth Century ◽  
Educational System ◽  
Juvenile Delinquents ◽  
Educational Institutions ◽  
Special School ◽  
Special Schools ◽  
New Methods ◽  
Pedagogical Analysis ◽  
The Relationship ◽  
Rehabilitation Tasks

The article presents the results of historical and pedagogical analysis of the educational system of the Primorsky special school. The purpose of this work is to analyze the experience of the formation and development of the adaptation system of juvenile delinquents in a special school. In the late 1960s and the first half of the 1970s, this experience was completely new in the educational system, since there were no such types of educational institutions in Soviet practice, so there was a need to find new methods to achieve educational, educational and rehabilitation tasks in work with difficult teens. This article analyzes the emerging techniques and methods of educational and social and adaptation activities of adolescents in a special school in the 70s of the twentieth century. Results. The experience of the formation of the educational system of the Primorsky special school is described, the mechanisms of the successful functioning of special schools are shown, the specifics of the relationship between teachers, educators and pupils are highlighted.

scholarly journals The Perceptions of Islamic Career Prospects of Senior High School Students

2017 ◽  
Author(s):  
Hartono
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Survey Study ◽  
Educational Institutions ◽  
School Students ◽  
Questionnaire Method ◽  
Descriptive Survey ◽  
Descriptive Statistical Analysis ◽  
Senior High School Students

Islamic senior high school students’ career prospects are an important issue to be studied in the global society. The study was conducted through a descriptive survey study involving 188 senior high school students of the eleventh-grade of Islamic educational institutions in the region of Surabaya. The research data was collected by using questionnaire method and analyzed with descriptive statistical analysis techniques. The findings of this study show that 90.96% of respondents regard that Islamic career prospects are good based on the criteria of promotion, 87.77% of respondents regard that Islamic career prospects are good based on the criteria of aspirations, 83.51% of respondents regard that Islamic career prospects are good based on the criteria of career goals, 80.32% of respondents regard that Islamic career prospects are good based on the criteria of compensation, and 72.87% of respondents regard that Islamic career prospects are good based on criteria of sustainability.

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