scholarly journals A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession

2019 ◽  
Vol 11 (1) ◽  
pp. 194 ◽  
Author(s):  
Remigijus Bubnys
Keyword(s):  
Special Education ◽  
Special Educators ◽  
Educational Needs ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Study Program ◽  
Self Reflection ◽  
Personal Strengths ◽  
Practical Experiences ◽  
The University

The basis of the study is the findings of scientific research dealing with experiential reflections of university students studying in the special education Bachelor degree study program in Lithuania. The special educator is a teacher of children with special educational needs, an educational assistance specialist who is able to recognize, assess, and meet children’s special educational needs arising due to disabilities, disorders, or learning difficulties, and to professionally provide special pedagogical assistance in the conditions of inclusive and special education. In order to analyze the experience of prospective special educators who study at the university for four years, first year students were chosen. At the start of their studies at the university, in the first month of their studies, students do their practice in the institutions of the educational system: Pre-school, general, and/or special education institutions. The aim of the practice is to get familiar with the subtleties of the future professional activity. It is maintained that students’ initial experience outlived at the start of studies is important and significant for further studies at the university. The article deals with the results of written reflections of students who have returned from practice. The phenomenological hermeneutics method enabled to disclose students’ experiences in their practical activities during their observational practice, providing deeper understanding of the study area, as a precondition for reflective learning in further university studies, and by interacting with participants of the (self) education process, the article presents future special educators’ practical experiences and perceptions of their roles in the profession. The results disclosed that self-reflection provides students with deeper perception of themselves as people with special educators’ needs and problems, personal strengths and competence limitations that enable them to identify sources and means for solving existing and future professional activity problems. It further reveals that cooperation with family members, university teachers, social pedagogues, teachers, children with special educational needs, sharing experiences with student colleagues could lead to greater self-confidence in oneself as a future specialist. Curiosity and personal initiative enabled students to identify positive and difficult moments of the professional activity and future professional role while learning from experience.

scholarly journals Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego

2018 ◽  
pp. 339-354
Author(s):  
MARIUSZ WIELEBSKI
Keyword(s):  
Special Education ◽  
Everyday Life ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Education Eligibility ◽  
Adam Mickiewicz

Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19 In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.

scholarly journals COLLABORATION-BASED SUPPORT PROVISION MODELS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
Vol 4 ◽  
pp. 30
Author(s):  
Rita Kantanavičiūtė ◽  
Laima Tomėnienė
Keyword(s):  
Special Educators ◽  
Interprofessional Collaboration ◽  
Structured Interview ◽  
Educational Needs ◽  
School Age Children ◽  
School Age ◽  
Special Educational Needs ◽  
Support Provision ◽  
Her Family ◽  
Speech Therapists

The article aims to reveal collaboration-based support provision models for a child with special educational needs and his/her family in Lithuania. The qualitative research method used was a semi-structured interview. The participants of the research were special educators and speech therapists providing support to school-age children with special educational needs. The obtained results of the research helped to reveal children support specialists’ attitude towards collaboration-based support provision to a child with special educational needs and his/her family in Lithuania. The research revealed the importance and opportunities of the implementation of interprofessional coordinated support based on interprofessional collaboration, referring to the experience of speech therapists and special educators providing support to a school-age child with special educational needs and his/her family. 

scholarly journals Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva

2019 ◽  
Vol 20 ◽  
pp. 702-713
Author(s):  
Sónia Leite ◽  
Diana Brás
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Educational Needs ◽  
Target Audience ◽  
International Classification ◽  
Economic Factors ◽  
Special Educational Needs ◽  
Over Time ◽  
The Way

Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law

High-Leverage Practices for All Students

2021 ◽  
pp. 190-214
Author(s):  
Pam Epler
Keyword(s):  
Special Education ◽  
General Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
General Education Classroom ◽  
Educational Situation ◽  
Similarities And Differences

This chapter is designed to inform and educate the reader about high-leverage practices used in the general education classroom and with students with identified special educational needs. The chapter starts by explaining how high-leverage practices originated and continues with a discussion about the similarities and differences between the general and special education high-leverage practices. The chapter then finishes with a discussion about how both types of practices can be applied to any educational situation.

scholarly journals Professional training of future music art teachers for inclusive education: theoretical and technological aspects

2020 ◽  
Vol 75 ◽  
pp. 04006
Author(s):  
Svetlana Sysoieva ◽  
Natalia Ovcharenko ◽  
Olga Chebotarenko
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Art Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Theoretical Understanding ◽  
Actual Problem ◽  
Technological Support

The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.

PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Professional Activities ◽  
The Future ◽  
Personal Qualities ◽  
The University

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.  

scholarly journals Change in Disability Classification: Redrawing Categorical Boundaries in SpecialEducation in the United States and Germany, 1920‐2005

2010 ◽  
Vol 9 (2) ◽  
pp. 241-267 ◽  
Author(s):  
Justin J.W. Powell
Keyword(s):  
United States ◽  
Special Education ◽  
Cultural Differences ◽  
The United States ◽  
Educational Needs ◽  
Classification Systems ◽  
Special Educational Needs

AbstractHow do we make sense of considerable cultural differences and change in disability classification? How are disability’s categorical boundaries being redrawn in special education to realign with shifting paradigms of normality? Based in particular on the case of provided services to students “with special educational needs,” this analysis examines classification systems of student disability and their categorical boundaries in the United States and Germany. Sketching the origins and evolution of special education categories from 1920 to 2005, the comparison shows how categorical boundaries have been redrawn, giving rise to new groups of students.

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 Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

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