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 The first year of working as reported by consultants in child and adolescent psychiatry

1986 ◽  
Vol 10 (1) ◽  
pp. 5-8
Author(s):  
Christopher Wardle
Keyword(s):  
Learning Difficulties ◽  
Child And Adolescent ◽  
Educational Needs ◽  
Child And Adolescent Psychiatry ◽  
Behavioural Problems ◽  
First Year ◽  
Special Educational Needs ◽  
The Past ◽  
Guidance Documents ◽  
Education Act

The Education Act (1981) was brought into effect on 1 September 1983. Explanatory and guidance documents were published in 1983. The Education Act has effects on the work of child and adolescent psychiatrists in two ways. Firstly it affects those in-patient and day units that have education on the premises. Secondly it affects the placement of children who have special educational needs because of emotional or behavioural problems, the children who in the past would have been deemed maladjusted. While child psychiatrists should be involved in all cases where emotional and behavioural problems are the main issue, they will also be involved with some of the children who have special educational needs because of intellectual and learning difficulties, children who in the past were deemed educationally subnormal. These children between them constitute a high proportion of those who will, under the new Act, be subjects of statements of need.

scholarly journals Las técnicas escultóricas de reproducción como medio de integración para alumnado con discapacidad

2019 ◽  
pp. 21
Author(s):  
Jose Javier Ángeles
Keyword(s):  
High School ◽  
Secondary Education ◽  
Key Words ◽  
Vocational Training ◽  
Self Esteem ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Palabras Clave

Resumen. El siguiente artículo es una descripción interpretativa de una experiencia basada en la realización de un taller de técnicas de reproducción escultórica a partir de moldes de alginato, dirigido al alumnado con necesidades educativas especiales del Programa Específico de Formación Profesional Básica (PEFPB), realizado en un instituto de enseñanza secundaria. Se ha llevado a la práctica una metodología de interacción colectiva, monitorizada por los profesores del centro, en la que se ha empleado alginato dental como material para la confección de moldes, el cual, al ofrecer unas cualidades de copia excepcionales, permite al alumnado experimentar de manera manipulativa y visual todos los cambios que la materia comprende desde el proceso de mezcla de polvo y agua hasta la obtención de la reproducción. Las introducciones y explicaciones impartidas han sido simplificadas para obtener una mejor lectura y comprensión por parte del alumnado, introduciendo como ejemplo imágenes de obras escultóricas obtenidas mediante este procedimiento artístico. Además, se han realizado pequeñas demostraciones previas a la actividad para que el alumnado analice de forma visual cómo se manipula la materia, planteando como objetivo la reproducción de su propia mano en escayola. Cuando los conceptos y lenguajes artísticos se adaptan a las capacidades y necesidades del alumnado, hacen del aula un lugar de integración y cooperación, en el que los alumnos se introducen en experiencias visuales y manipulativas con las que descubren nuevos mecanismos de expresión. Palabras clave: integración, discapacidad, escultura, alginato, moldes, autoestima. Abstract: The following article is an interpretative description of a workshop devoted to sculpture reproduction based on alginate moulds addressed to students with special educational needs within the Specific Programme of Basic Vocational Training at a secondary education high-school. This workshop, supervised by teachers at the high-school, was performed following an interactional collective approach and using dental alginate for the production of moulds. Offering exceptional reproduction features, this material allowed the students to participate in a sensorial experience by means of the observation of all the changes that it suffers; from the mixing of alginate powder and water to the composition of the reproduction itself. The instructions and explanations given were simplified to obtain a better understanding of the students. Different images showing examples of sculpture works obtained by means of this technique were also provided. I addition, prior demonstrations were carried out so that the students could visually analyse how the material should be handled, suggesting the making of a plaster reproduction of their own hands. When concepts and artistic languages meet the student’s needs and capacities, they make the classroom a place for integration and cooperation where students live sensorial experiences which help them discover new ways of expression. key words: integration, disability, sculpture, alginate, molds, self-esteem.   DOI: http://dx.doi.org/10.7203/eari.10.14228

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 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>

scholarly journals Teaching methodology in students with special educational needs during their transition to secondary education

2021 ◽  
Vol 9 (6) ◽  
pp. 153-165
Author(s):  
Nikolaos Panopoulos ◽  
◽  
Ibukun Oluwadara Famakin ◽  
Keyword(s):  
Secondary Education ◽  
Neurodevelopmental Disorders ◽  
Reading Skills ◽  
Educational Needs ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Pedagogical Tool ◽  
Reading Support ◽  
School Teaching ◽  
Transition To Secondary Education

The gap between the skills of students with special educational needs (SEN) and learning requirements is widening as they move from primary to secondary education. The purpose of this research is to implement and evaluate the pedagogical tool "Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs" (TISIPfSENs), through which a special teaching methodology is proposed for the reading support of students with SEN. The methodology applied was mixed and lasted 5 years in 5 general Greek secondary schools. The study sample consisted of students with neurodevelopmental disorders (N = 10) and adults (N = 130) who encountered them learning, therapeutically, and socially. The qualitative data were collected in the context of the action research with the utilization of observation and intervention tools, while the quantitative data were collected from an unbalanced questionnaire. The results showed that "TISIPfSENs" supports students with neurodevelopmental disorders in reading skills during their transition to secondary education. The findings showed that students can actively participate in the general learning process, provided that the intervention is governed by certain principles, such as individualization of teaching, structuring of teaching methodology in certain phases, informal pedagogical assessment, and differentiation activities for the cultivation of neurodevelopmental areas. Keywords: School transition, TISIPfSENs, neurodevelopmental disorders, reading skills, secondary school teaching methodology

scholarly journals ADMINISTRATIVE AND LEGAL REGULATION OF INCLUSIVE EDUCATION IN PRESCHOOL EDUCATION INSTITUTIONS AND SECONDARY EDUCATION INSTITUTIONS IN UKRAINE

2021 ◽  
pp. 122-137
Author(s):  
O. Yu. Kryvoruchko ◽  
M. S. Shevchenko
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Comparative Method ◽  
Research Work ◽  
Preschool Education ◽  
Legal Regulation ◽  
Educational Needs ◽  
Administrative Law ◽  
Special Educational Needs ◽  
Number Of Children

The article is devoted to the issues of improving the administrative and legal regulation of inclusive education in institutions of preschool education and secondary education instituions in Ukraine. Addressing this topic is certainly relevant due to the fact that, firstly, inclusive education is a new institution for Ukrainian society and a real challenge for children, teachers and the legislator. Secondly, in the science of domestic administrative law there is no comprehensive study of Ukrainian sources of law in the field of inclusive education, which would also fully identify the challenges of this field. Thirdly, administrative and legal acts in the field of inclusive education, unfortunately, do not correspond to reality, have gaps in both the field of law and in the field of pedagogy. The authors set themselves the following tasks: to analyze the sources of law governing relations arising in the field of inclusive education in Ukraine; highlight the current challenges of the inclusive education in Ukraine and make suggestions on ways to overcome them. The methodology of this article includes: the method of analysis and synthesis, the systemic and functional approach, the historical method, abstraction, the comparative method, explanations, research interviews, modeling and forecasting methods. So, the authors of the article translated and studied the legislation of the State of Israel as a progressive country in the field of inclusion. To achieve the main goal of the research it was also conducted a survey among the heads of educational institutions in the city of Odessa, where currently inclusive groups or classes are functioning. This has identified challenges such as gaps in the most legally established procedure for opening inclusive groups and classes; providing schools and kindergartens with assistants who should help educators /teachers and children with special educational needs; the question of the number of children with special educational needs in a group or class and the nature of nosologies. Having studied each of the challenges in detail, the authors proposed appropriate changes and additions to the current legislation, which are detailed in the comparative tables. The conclusions of the article can be used both in research work for the further development of Ukrainian administrative law and in national lawmaking by making appropriate changes to Ukrainian legislation and the adoption of relevant legal acts regulating important issues in the field of inclusive education.

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