FUTURE OF A CHILD WITH AUTISM: NARRATIVE ANALYSIS OF THEIR PARENTS’ ATTITUDE

2020 ◽  
Vol 1 ◽  
Author(s):  
Diana Saveikiene ◽  
Ingrida Baranauskiene
Keyword(s):  
Narrative Analysis ◽  
Formal Education ◽  
Parental Attitudes ◽  
Children With Autism ◽  
Educational Process ◽  
Academic Knowledge ◽  
The Social ◽  
Wide Range ◽  
Calculation Skills ◽  
Near Future

Results: The study involved four fathers that each are raising a child with a diagnosis of autism.Comparing the narratives of the participants in the study, the interrelated components emerged, which constitute a narrative of the parental attitude towards the child’s future.Conclusions: The spreading of autism on a global scale, affecting more and more people without any restrictions on gender, race, social layer or other human identifications, creates new theories and promotes the scientific research of the spreading of autism. Autism is an interdisciplinary challenge that requires a wide range of research.Reconstructing the narrative of parents who raise children with autism does not contradict the factors found in scientific literature, they are expanded by individual experiences. Parents’ stories revealed the interrelated components that make up the narrative of the parental attitudes towards the child’s future: near future, additional education, education, and the farther future.The narrative of the near future revealed that parental narratives are dominated by the three components of the narrative: the child’s social relationships (parents’ expectations focus on the desire for the child to interact with peers and acquire social skills), the acquisition of minimal academic knowledge (parents are deeply experiencing their child’s failures in elementary reading, writing skills, calculation skills), childhood diagnosis (most feared complications, diagnosis of weight loss).The narrative of supplementary education highlighted the limitations of access to non-formal education for children with autism. Parental stories reveal that for a child with autism disorder, the involvement of parents in the educational process and the opportunity to develop not only in school, but also in non-formal education institutions is important. The lack of specific education curricula for the development of children with autism is also highlighted in the reality of education, and professionals working in the form of non-formal, alternative education programs that are paid have a significant impact on family budgets.The narrative of education revealed that parents understand the meaning of education and want children to pursue a vocational education. The current situation is not satisfactory for parents, they expect inclination for the society to change.Further narrative of the future reflects the parents’ expectations regarding the independent lives of children, their ability to care for themselves and the ability to create their own families. It turned out that parents’ narratives about each component are accompanied by anxiety and feelings of fear, but in all stories there is also an aspect of hope. With paramount expectations parents are striving for recognition in society, the development of the educational system, the progress of medicine and diagnostics.The research revealed the social and emotional significance of the family, while actualizing the fact that the child’s disability affects the social participation of the whole family and determines the importance of complex care for the whole family. 

scholarly journals FORMATION OF APPROACHES TO INTERNATIONAL COOPERATION IN THE FIELD OF HIGHER EDUCATION

2019 ◽  
Vol 7 (6) ◽  
pp. 727-731
Author(s):  
Margarita Anatolyevna Ganyushina ◽  
Svetlana Nikolaevna Kurbakova ◽  
Elena Grigorievna Galizina ◽  
Victoria Valerievna Lopatinskaya ◽  
Natalya Yevgenievna Ryazanova
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Formal Education ◽  
Educational Process ◽  
Point Of View ◽  
Educational Opportunities ◽  
Wide Range ◽  
The Future ◽  
Further Development ◽  
Important Basis

Purpose of the study: The paper is devoted to the formation of approaches to international cooperation in the field of higher education. Main Findings: It has been established that in the future, there is a need for broad initiatives from all countries for the qualitative improvement of higher education. It has been determined that the most important basis for the future prosperity of the world economy and society is a strong and diverse training of young people. Applications of this study: From the point of view of further development of new educational information means, the importance of non-formal education integrated into the educational process will grow. The originality of this study: It has been proved that self-education will play an increasing role. In the field of higher education, the cooperation between different partners and a wide range of different educational opportunities will be developed in order to give everyone the opportunity to improve their knowledge, both in the personal and professional sphere.

scholarly journals Training of Future Social Workers on the Basis of the Competence Approach During the Study of the Discipline «Fundamentals of Research in Social Work»

2020 ◽  
pp. 232-247
Author(s):  
Hanna Ridkodubska
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Educational Process ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Theoretical Knowledge ◽  
The Social ◽  
Wide Range ◽  
The Future ◽  
Professional Assistance

Theoretical and applied issues of training future social workers on the basis of the competence approach during the study of the discipline are studied. Analysis and systematization of scientific research in the process of training future social workers allowed determining the main potential of the competence approach to training future social workers during their professionalization. The aim of the article is to describe and substantiate the competency approach during the study of the discipline «Fundamentals of research in social work». It is substantiated that training of social workers on the basis of competence approach during studying of discipline «Fundamentals of scientific researches in social work» allows to apply theoretical knowledge for the decision of practical problems, forms professionally necessary complex of competences, helps to develop students’ independent thinking, combining theory with practice. The benefit of article is that the paper analyzes each lesson (lecture and practical) and proposes a system of work on the formation of future social workers’ professional competencies within the components of readiness for professional activity. In author’s opinion, expanding the content of academic disciplines with theoretical knowledge and practical tasks for the organization and implementation of research in social work and professional development will enrich and modernize the content of future social workers’ training in the competence approach. In addition, the disclosure of ways to implement the training of future social workers in the competence approach will improve the quality of their training in modern conditions. The author of the article has made a conclusion that, on the basis of the analysis of the study of the discipline «Fundamentals of research in social work», the competence of the future social worker is seen as the ability to solve a wide range of tasks in the social field, the ability to quickly and quickly master new special skills, willingness to cope with new professional functions that determine the features of professional assistance to different types of clients. The prospects for further exploration in this area are seen by the author as systematization of innovative technologies of the organization of educational process of HEI, development of the system of forming the future social workers’ competence paradigm.

Environmental Studies: Lessons from a Quaternary Perspective

1993 ◽  
Vol 9 ◽  
pp. 33-52 ◽  
Author(s):  
Pam Gunnell ◽  
Ken Dyer
Keyword(s):  
Formal Education ◽  
Economic Status ◽  
Educational Process ◽  
Environmental Crisis ◽  
Empirical Science ◽  
Human Beings ◽  
Industrial Education ◽  
Dominant Form ◽  
Generic Term ◽  
The Social

At the beginning of the last decade, Silver (1980, p.7) was able to write with assurance that ‘Behind our political and ideological disagreements…lies a crucial, common confidence in the educational process’, a confidence based on education's ability both to maintain the social, political and economic status quo and to change it. Over a decade later, and with our awareness of global environmental crises that those years have brought, the authors have become increasingly convinced of the practical fact that formal education in our society has functioned predominantly to maintain the social, political and economic conditions that have produced environmental crisis and is thereby severely hampered in its ability to make the changes necessary to stop the degradation of our planet, let alone improve its health.Although we do not propose that the deteriorating state of the planet can be attributed to any single underlying cause, we would suggest that a generic term for many of these causes is the ‘culture of positivism’ (Giroux 1981, p.38) which, in Giroux's words, has a ‘limited focus on objectivity, efficiency, and technique …’. Gough too (1987, p.54) argues that Western industrial society's systems of education rest on ‘an epistemological paradigm’, a particular set of theories about how human beings gain knowledge of themselves and their world as well as the kinds of knowledge that are valued. According to Gough (1987, p.54), the kinds of knowledge which have dominated Western industrial education are those which have been structured by Western society's dominant form of theorising, namely: positivist, empirical science. The idea of a culture which is mechanistic and reductionist, which encourages human beings to dominate and control ‘nature’, and which looks for ever more sophisticated ‘technical fixes’ to overcome the tragic results of its own logic is reflected also throughout the ‘green’ literature. See, for instance, Bookchin (1986 and 1990), Fox (1990), Passmore (1980) and Young (1991). Ways in which this dominant culture adversely affects our relationship with our environment are documented in the same literature.

scholarly journals Demystifying the Analysis Process of Talk Data: A Review of Analyzing Talk in the Social Sciences: Narrative, Conversation & Discourse Strategies

2017 ◽  
Author(s):  
Andrea Lypka
Keyword(s):  
Social Sciences ◽  
Discourse Analysis ◽  
Conversation Analysis ◽  
Narrative Analysis ◽  
Qualitative Inquiry ◽  
Fine Tuning ◽  
The Social ◽  
Wide Range ◽  
Discourse Strategies ◽  
Analytical Approaches

In Analyzing Talk in the Social Sciences: Narrative, Conversation & Discourse Strategies, Katherine Bischoping and Amber Gazso introduce three analytical approaches to talk data: narrative analysis, conversation analysis, and discourse analysis. Taking a sociological perspective, the authors engage in critical dialogue on research that employs these approaches, and provide step-by-step guide to analyzing talk data, using these strategies. They expand on introductory qualitative research concepts by taking up the complex interrelationships among epistemological, ontological, paradigmatical, and theoretical lenses that guide these analytical strategies. Through examples from a wide range of studies and their own research and advising experiences, Bischoping and Gazso articulate various analytical approaches to talk data to demonstrate the strength of these strategies in qualitative inquiry. Despite its minor shortcomings, such as its narrow focus on three analytical approaches and prevalent focus on talk data elicited in interviews, this book offers insights and strategies for students, faculty, and researchers interested in fine-tuning approaches guided by narrative analysis, conversation analysis, and discourse analysis.

Pedagogical principals of teaching the social skills to little school aged autistic children

2020 ◽  
Vol 59 (10) ◽  
pp. 22-25
Author(s):  
Kamala Ibrahim Aliyeva ◽  
Keyword(s):  
Social Skills ◽  
Social Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Learning Theories ◽  
School Age ◽  
Autistic Children ◽  
Academic Knowledge ◽  
The Social ◽  
Education Process

The article called "Pedagogical principals of teaching the social skills to little school aged autistic children" deals with the ways of teaching social skills to the children with Autism Spectrum Disorder. In the begining of 20 th century teaching the social skills to the children who fell behind their peers in terms of psychological development began to improve. Following this, some approaches appeared and played a significant role in the development of children in this regard. In education process, besides prossesing academic knowledge, teaching social skills is important for these children to be able to live independitly (without dependence on anyone) in the society and behave in the frame of social norms. The explanation of learning social skills is noted, based on different theoretical aspects in the article and this facilitates teaching process of social skills. Key words: social skills, social learning, direct learning, learning theories, autism, little school age period, social performance

scholarly journals «Non-formal competences» as an independent scientific category: a comparative analysis of approaches to the definition

2021 ◽  
Vol 53 (5) ◽  
pp. 66-79
Author(s):  
Evgeny V. Zyuban ◽  
◽  
Ekaterina O. Muslimova ◽  
Keyword(s):  
Social Life ◽  
Life Skills ◽  
Formal Education ◽  
Qualitative Content Analysis ◽  
Social Activity ◽  
The Social ◽  
Wide Range ◽  
Analytical Review ◽  
Review Study ◽  
Definition Of

Problem and goal. Russian and foreign discourse discusses the importance of non-formal competences for successful integration into the labor market, social life, etc. However, despite the popularity of the concept, there is no single definition of what non-formal competences are. The purpose of the study is an analytical review of approaches, methodology and research results, including those carried out using empirical data from different countries, devoted to the formation of non-formal competences. Methodology. The study was carried out by the method of qualitative content analysis of scientific works, methodological and other publications using more than 50 titles of sources and literature on the conceptually similar categories of non-formal competences, in particular, "soft skills", "social skills", "life skills", "corporate competences", etc. Results. The study shows how non-formal competences enhance labor mobility and increase the social activity of an individual. Shown is the ratio of "personal", "social", "life" skills in the model of non-formal competences, specific skills and competences included in the number of non-formal ones. It is noted that an individual with a wide range of non-formal skills will be able to successfully compensate for the lack of formal education due to his experience of self-education, as well as have the effect of increasing through non-formal skills on social and professional capital. Conclusion. In the course of the review study, the main blocks of non-formal competences were highlighted, covered in scientific and practical discourse. The revealed non-formal meta-competences embedded in the lifelong learning model take research to a new level and open up wide opportunities for further study.

scholarly journals Features of social and pedagogical interaction of institutions of general and non-formal education of children with the family as a subject of designing the individual educational trajectory of children.

2020 ◽  
Vol 3 (6) ◽  
pp. 11-18
Author(s):  
Petr B. Bondarev ◽  
◽  
Valentina E. Kurochkina ◽  
Keyword(s):  
Formal Education ◽  
Educational Institution ◽  
Social Situation ◽  
Well Being ◽  
Social Institution ◽  
Educational Process ◽  
The Social ◽  
The Family ◽  
The Individual ◽  
Social Part

In the documents reflecting the modern Russian Federal policy in the field of education, one of the main tasks is defined as the well-being of the family and the formation of trust in the family as a social institution. In the article, the social institution of the family is considered as a leading factor in the aspect of managing the social situation of a child's development. The partnership of the family with the systems of General and non-formal education of children is presented as an effective practice of social and ped-agogical interaction, focused on the social and mental development of children. The fea-tures of social and pedagogical interaction of institutions of General and non-formal education of children with the family as a subject of designing an individual educational trajectory are revealed. It is shown that in the modern conditions of modernization of Russian education, there is a tendency of alienation between the family and the school. The school implements the main directions of work with parents, which reflect its lead-ership and guiding role in this process: increase of their psychological and pedagogical knowledge; involvement in the educational process of the school; involvement in public administration of an educational institution. The family manifests itself as a social part-ner of the institution of non-formal education of children, whose activities assume a fo-cus on matching the interests, inclinations, abilities of children. The implementation of social and pedagogical partnership is based on the establishment of links between the family and the educational environment, in the creation of which it actively participates. The interaction of n-education with the family creates conditions for the motivated par-ticipation of children in the implementation of their educational routes. There is an in-crease in the importance of such educational practices, which can include the family in various types of pedagogical activities as an equal subject, along with children.

scholarly journals Czym jest edukacja biologiczna w wychowaniu człowieka?

2009 ◽  
Vol 7 (2) ◽  
pp. 105-118
Author(s):  
Ilona Żeber-Dzikowska
Keyword(s):  
Educational Games ◽  
Human Life ◽  
Large Degree ◽  
Scientific Discipline ◽  
Educational Process ◽  
Growing Up ◽  
Human Needs ◽  
The Social ◽  
Wide Range ◽  
The Subject

Schools allow to develop and extend the approaches and attitudes in the social, moral, ideological, and religious spheres. The realization of these matters is possible due to the fulfillment of three basic school functions, i.e. didactic, educational, and protective. No one should forget that human education starts already in the period of childhood. Initially, parents introduce the children to the indispensable problems and matters in their future lives. It takes place in the form of games. They satisfy their growing need of gaining the knowledge, by answering numerous questions. They develop the knowledge through practical activities to let them gain experience, that is, organize walks, educational games, and so forth. Then young people begin school education, which influences, to a large degree, their lives. Then, in the educational process, the subject of Biology appears, almost certainly already known thanks to the parents’ education. The scientific discipline called Biology is a very important element in the education of people, which is helpful in understanding their own personalities and the surrounding reality. The wide range of biological contents as well as the short reflection on the subject of gaining the knowledge in the range of Biology allows us to notice, that this discipline, similarly to other disciplines shapes the personality of young, growing up people. All things considered, however, it differs from disciplines such as history, or mathematics, because it is closely and directly related to the human being and functioning, as the basis of human life. Biology, more considerably and effectively, than different disciplines, makes the students sensible towards human needs as well as the needs of nature and its protection.

scholarly journals Beyond The Ethical Boundaries Of Solidarity

2019 ◽  
Vol 6 (2) ◽  
pp. 345-390
Author(s):  
Nili Karako-Eyal
Keyword(s):  
Decision Making ◽  
Parental Attitudes ◽  
Educational Process ◽  
Social Benefits ◽  
Potential Influence ◽  
Vaccination Behavior ◽  
The Social ◽  
Vaccination Decision ◽  
Mandatory Vaccination ◽  
Educational Component

Mandatory vaccination laws require children to be vaccinated against certain communicable diseases to attend school. These laws also provide exemptions to school vaccination requirements. All states exempt children from vaccination requirements for medical reasons, and most states also provide an exemption for religious and/or other personal reasons. Seven states include an educational component in their religious or philosophical exemption process, requiring that parents receive information regarding the benefits of vaccination and the risks of not being vaccinated. Of these seven states, five require that information regarding the social benefits of vaccination will be provided to parents. This type of legislation is part of an overall trend to tighten the vac- cine exemption process, which is reflected in the vaccination laws of an increasing number of states. Tightening the vaccine exemption process through the addition of administrative requirements has been proven to decrease exemption rates. But this is not the focus of this Article. Instead, the Article focuses on one aspect of the educational component of the legislation—educating parents regarding the social benefits of vaccines. The Article explores the nature of the obligation to be educated regarding the social benefits of vaccines and the potential influence of this legislation on parents’ vaccination decision making. I claim that this legislation should be conceptualized and under- stood through the concept of solidarity. Following this conclusion, I will explore the potential effects of solidarity legislation on parents’ vaccination behavior. For this purpose, two aspects of the legislation will be addressed. First, I will discuss the language included in these laws, which explicitly declare that vaccines have social benefits. I will explore the expressive functions of this language and their potential influence on parental attitudes, beliefs, and behaviors. I will continue by addressing the educational process that this legislation requires. Addressing this aspect of the legislation, I will examine whether providing parents information regarding the social benefits of vaccines through educational encounters is expected to increase their motivation to vaccinate their child.

scholarly journals Transformation of Higher Education During the Pandemic: Pain Points

2020 ◽  
Vol 29 (10) ◽  
pp. 101-112
Author(s):  
I. R. Gafurov ◽  
H. I. Ibragimov ◽  
A. M. Kalimullin ◽  
T. B. Alishev
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Work Experience ◽  
Formal Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Face To Face ◽  
The Social ◽  
Traditional Format ◽  
Modern Work

The relevance of the study is due to the contradiction between the mass transition of the Russian system of higher education to the distance learning format and the insufficient willingness of participants in the educational process to work under the new requirements caused by the COVID 19 pandemic. Teachers, students and administrators of higher educational institutions in Russia have encountered a number of difficulties. Their analysis will highlight the objective and subjective factors of their occurrence and develop recommendations for the further organization of distance learning in its combination with the traditional format. The purpose of the study was to analyze the modern work experience in the remote format of one of the leading Russian universities – Kazan Federal University. On this basis, the article analyzes successes and problems of this process, shows the contradictions between traditional and distance learning, considers the main models of educational organization that involve traditional and remote learning formats using distance educational technologies. It is concluded that in the system of basic formal education at all levels and areas of training, distance learning can be considered as a form that complements and strengthens the social, pedagogical, organizational, psychological, and didactic potential of the traditional (face-to-face) educational format.The work comprehensively used the methods of theoretical (analysis, synthesis, systematization, comparison, etc.) and empirical (study of literature, conversation, questioning, observation) research.

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