Pub Date : 2022-01-01DOI: 10.15388/se.2022.v1i44.14
Y. Haletska
The article analyzes the results of the study of the formation of eating and personal hygiene skills among children with moderate and severe intellectual disabilities. The main directions of correctional work on the formation of self-care skills among children with intellectual disabilities have been described: eating skills; personal hygiene skills; dressing and undressing skills, etc. It has been established that the success of the formation of domestic independence among children with moderate and severe intellectual disabilities is determined by compliance with such conditions, in particular, determining the actual level of the child’s needs, improving the content of work with children, using a variety of visual aids, forming of a positive attitude to household activities, the gradual weakening of control in order to increase the independence and activity of the child.
{"title":"The research of the formation of eating and personal hygiene skills among children with moderate and severe mental disability","authors":"Y. Haletska","doi":"10.15388/se.2022.v1i44.14","DOIUrl":"https://doi.org/10.15388/se.2022.v1i44.14","url":null,"abstract":"The article analyzes the results of the study of the formation of eating and personal hygiene skills among children with moderate and severe intellectual disabilities. The main directions of correctional work on the formation of self-care skills among children with intellectual disabilities have been described: eating skills; personal hygiene skills; dressing and undressing skills, etc. It has been established that the success of the formation of domestic independence among children with moderate and severe intellectual disabilities is determined by compliance with such conditions, in particular, determining the actual level of the child’s needs, improving the content of work with children, using a variety of visual aids, forming of a positive attitude to household activities, the gradual weakening of control in order to increase the independence and activity of the child.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":"59 33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66985687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the present article, I aim to answer the questions: what is the situation of children with disabilities and their parents in the healthcare system in Lithuania? Are they discriminated against? If discrimination against children with disabilities persists, what is its manifestation? Is it possible to see a link between discrimination against children with disabilities and attitudes towards parents of children with disabilities? These and other similar questions reflect the scientific problem of the article. The research questions are concretized by the research object – expression of discrimination of children with disabilities and their parents in the Lithuanian health care and related systems. The findings of the research prove that there are cases when children with disabilities experience discrimination in the Lithuanian health care system. The expression of discrimination against children with disabilities and their parents is related to: open disregard of the child and his/her mother, which escalates into an underestimation of the child as a person; neglect of infants from children’s home in the hospital; unequal treatment conditions for children with different disabilities; discrimination against children with intellectual disabilities in access to dental treatment; irresponsible administering or not administering medicines to children with disabilities; together with children, their mothers are also discriminated against; low-quality services that violate the dignity of the child and the family. Not only children with disabilities but also their parents can face discrimination in the health care system.
{"title":"Expression of discrimination against children with disabilities in the Lithuanian health care system","authors":"I. Baranauskienė","doi":"10.15388/se.v1i42.593","DOIUrl":"https://doi.org/10.15388/se.v1i42.593","url":null,"abstract":"In the present article, I aim to answer the questions: what is the situation of children with disabilities and their parents in the healthcare system in Lithuania? Are they discriminated against? If discrimination against children with disabilities persists, what is its manifestation? Is it possible to see a link between discrimination against children with disabilities and attitudes towards parents of children with disabilities? These and other similar questions reflect the scientific problem of the article. The research questions are concretized by the research object – expression of discrimination of children with disabilities and their parents in the Lithuanian health care and related systems. The findings of the research prove that there are cases when children with disabilities experience discrimination in the Lithuanian health care system. The expression of discrimination against children with disabilities and their parents is related to: open disregard of the child and his/her mother, which escalates into an underestimation of the child as a person; neglect of infants from children’s home in the hospital; unequal treatment conditions for children with different disabilities; discrimination against children with intellectual disabilities in access to dental treatment; irresponsible administering or not administering medicines to children with disabilities; together with children, their mothers are also discriminated against; low-quality services that violate the dignity of the child and the family. Not only children with disabilities but also their parents can face discrimination in the health care system.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49179806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study is to investigate the formation of the components of speech readiness for school in preschool children with speech disorders. The study used research methods that allowed to experimentally investigate the development of the components of speech readiness: cognitive, motivational and emotional. It has been established that in children with speech disorders all components of speech readiness are impaired and require specific training.
{"title":"The state of development of components of speech readiness of older preschool children with speech disorders","authors":"O. Bielova","doi":"10.15388/se.v1i42.528","DOIUrl":"https://doi.org/10.15388/se.v1i42.528","url":null,"abstract":"The aim of the study is to investigate the formation of the components of speech readiness for school in preschool children with speech disorders. The study used research methods that allowed to experimentally investigate the development of the components of speech readiness: cognitive, motivational and emotional. It has been established that in children with speech disorders all components of speech readiness are impaired and require specific training.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43973694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Violeta Gevorgianienė, E. Šumskienė, Jurga Mataitytė-Diržienė, Rasa Genienė
The article discusses the issues related to the integration of people with intellectual disabilities and mental disorders in the community after they have relocated to a community group home. The ecological mapping approach reveals and compares aspects of the physical and social participation of people with disabilities and other community members.
{"title":"People and places: social and physical aspects of life experienced by persons with disability after their relocation to community","authors":"Violeta Gevorgianienė, E. Šumskienė, Jurga Mataitytė-Diržienė, Rasa Genienė","doi":"10.15388/se.v1i42.586","DOIUrl":"https://doi.org/10.15388/se.v1i42.586","url":null,"abstract":"The article discusses the issues related to the integration of people with intellectual disabilities and mental disorders in the community after they have relocated to a community group home. The ecological mapping approach reveals and compares aspects of the physical and social participation of people with disabilities and other community members. \u0000 ","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43433462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Adeeva, I. Tikhonova, S. Khazova, U. Sevastyanova, N. Shipova
Adolescence is one of the key stages of personality development. That of adolescents with disabilities follows a non-disabled pattern. However, the process is affected by dysontogenesis, which is considered a factor that significantly affects personality development. Inward disorder pattern (IDP) is considered a complex integrative construct; a system of one’s sensations, knowledge, emotional experiences, motivation shifts caused by a disorder. IDP is considered a component of I-concept, a factor affecting its development and crucial for an individual’s functioning. Aim of the research: to identify the IDP variants of adolescents with disabilities. The sample consisted of 109 adolescents with disabilities. Their average age is 14. High indices on one or several IDP components serve to distinguish the IDP variants among adolescents. Each IDP variant is marked by respondents’ specific personal traits and I-concept features. The analysis of the ratio reveals an individual’s general behavioral pattern and attitude to their disorder. We introduce four IDP variants in the adolescent group for the moment: cognitive-emotional (tense), sensitive-cognitive (sensitive-autistic), sensitive-emotional (anxious-hypochondriac), and balanced.
{"title":"Variants of inward disorder pattern among adolescents with different dysontogenesis","authors":"T. Adeeva, I. Tikhonova, S. Khazova, U. Sevastyanova, N. Shipova","doi":"10.15388/se.v1i42.558","DOIUrl":"https://doi.org/10.15388/se.v1i42.558","url":null,"abstract":"Adolescence is one of the key stages of personality development. That of adolescents with disabilities follows a non-disabled pattern. However, the process is affected by dysontogenesis, which is considered a factor that significantly affects personality development. Inward disorder pattern (IDP) is considered a complex integrative construct; a system of one’s sensations, knowledge, emotional experiences, motivation shifts caused by a disorder. \u0000IDP is considered a component of I-concept, a factor affecting its development and crucial for an individual’s functioning. Aim of the research: to identify the IDP variants of adolescents with disabilities. The sample consisted of 109 adolescents with disabilities. Their average age is 14. \u0000High indices on one or several IDP components serve to distinguish the IDP variants among adolescents. Each IDP variant is marked by respondents’ specific personal traits and I-concept features. The analysis of the ratio reveals an individual’s general behavioral pattern and attitude to their disorder. We introduce four IDP variants in the adolescent group for the moment: cognitive-emotional (tense), sensitive-cognitive (sensitive-autistic), sensitive-emotional (anxious-hypochondriac), and balanced.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42086008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daiva Kairiene, R. Geležinienė, Irena Kaffemanienė, Rita Meliene, L. Milteniene, Laima Tomėnienė
The article reveals the experiences of pupils with severe special educational needs (SEN) at special education institutions, which are analyzed in the context of inclusive education approach and research conducted in foreign countries data. The study follows qualitative research methodology. The data collected employing the semi-structured pupils’ individual interview method are presented. The study highlights pupils’ opinions on the opportunities and limitations of education at special and mainstream schools, their attitude to learning and discloses peculiarities of psychosocial environment at special schools. Straipsnyje atskleidžiamos mokinių, turinčių didelių specialiųjų ugdymosi poreikių (SUP), mokymosi specialiojo ugdymo įstaigose patirtys, kurios analizuojamos inkliuzinio ugdymo nuostatų bei užsienio šalyse atliktų tyrimų kontekste. Tyrime laikomasi kokybinio tyrimo metodologinių nuostatų. Pristatomi pusiau-struktūruoto mokinių individualaus interviu metodu surinkti duomenys. Tyrime išryškėja mokinių nuomonės apie ugdymosi specialiojo ir bendrojo ugdymosi mokyklose galimybes ir ribotumus, požiūris į mokymąsi, atskleidžiami psichosocialinės aplinkos specialiosiose mokyklose ypatumai.
{"title":"EXPERIENCES OF PUPILS WITH SEVERE SPECIAL EDUCATIONAL NEEDS AT SPECIAL EDUCATION INSTITUTIONS / MOKINIŲ, TURINČIŲ DIDELIŲ SPECIALIŲJŲ UGDYMOSI POREIKIŲ, MOKYMOSI SPECIALIOJO UGDYMO ĮSTAIGOSE PATIRYS","authors":"Daiva Kairiene, R. Geležinienė, Irena Kaffemanienė, Rita Meliene, L. Milteniene, Laima Tomėnienė","doi":"10.21277/se.v1i39.416","DOIUrl":"https://doi.org/10.21277/se.v1i39.416","url":null,"abstract":"The article reveals the experiences of pupils with severe special educational needs (SEN) at special education institutions, which are analyzed in the context of inclusive education approach and research conducted in foreign countries data. The study follows qualitative research methodology. The data collected employing the semi-structured pupils’ individual interview method are presented. The study highlights pupils’ opinions on the opportunities and limitations of education at special and mainstream schools, their attitude to learning and discloses peculiarities of psychosocial environment at special schools. Straipsnyje atskleidžiamos mokinių, turinčių didelių specialiųjų ugdymosi poreikių (SUP), mokymosi specialiojo ugdymo įstaigose patirtys, kurios analizuojamos inkliuzinio ugdymo nuostatų bei užsienio šalyse atliktų tyrimų kontekste. Tyrime laikomasi kokybinio tyrimo metodologinių nuostatų. Pristatomi pusiau-struktūruoto mokinių individualaus interviu metodu surinkti duomenys. Tyrime išryškėja mokinių nuomonės apie ugdymosi specialiojo ir bendrojo ugdymosi mokyklose galimybes ir ribotumus, požiūris į mokymąsi, atskleidžiami psichosocialinės aplinkos specialiosiose mokyklose ypatumai.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41807414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Šiame straipsnyje nagrinėjamos Disleksijos rizikos klausimyno (DRK) įverčių priešmokykliniame amžiuje sąsajos su skaitymui ir rašymui svarbiais gebėjimais (kurių nepakankamas išlavėjimas gali lemti skaitymo ir rašymo sunkumus) bei skaitymo ir rašymo įgūdžiais 1-oje klasėje. Tyrimo rezultatai parodė, kad tėvų ir priešmokyklinio ugdymo pedagogių užpildyto DRK įverčiai, vaikams lankant priešmokyklinio ugdymo grupę, susiję tiek su prognostiniais skaitymo ir rašymo sunkumų rodikliais (fonologiniais gebėjimais: greituoju vardijimu, fonologiniu supratimu, trumpalaike girdimąja atmintimi; žodynu; vizualiniais-motoriniais gebėjimais), tiek su pirmokų skaitymo įgūdžiais bei mokytojų ir tėvų pateiktu skaitymo ir rašymo vertinimu. This article examines relationships between the scores of Dyslexia Risk Questionnaire (DRQ) in preschool age and the abilities, necessary for acquisition of reading and writing skills, as well as reading and writing skills in the 1st Grade. The results of the study showed that the scores of Dyslexia Risk Questionnaire (DRQ), completed by pre-primary teachers and parents of children attending pre-primary group, are related to prognostic indicators of reading and writing difficulties (phonological abilities: rapid naming, phonological awareness, short-term auditory memory; vocabulary; visual-motor skills), as well as to 1st graders’ reading skills and their reading and writing ratings provided by parents and teachers.
{"title":"PREDICTION OF READING AND WRITING DIFFICULTIES OF FIRST GRADERS USING DYSLEXIA RISK QUESTIONNAIRE (DRQ) IN PRESCHOOL AGE / PIRMOKŲ SKAITYMO IR RAŠYMO SUNKUMŲ NUMATYMAS TAIKANT DISLEKSIJOS RIZIKOS KLAUSIMYNĄ (DRK) PRIEŠMOKYKLINIAME AMŽIUJE","authors":"Katažyna Labanienė, R. Gedutienė, G. Gintilienė","doi":"10.21277/se.v1i39.427","DOIUrl":"https://doi.org/10.21277/se.v1i39.427","url":null,"abstract":"Šiame straipsnyje nagrinėjamos Disleksijos rizikos klausimyno (DRK) įverčių priešmokykliniame amžiuje sąsajos su skaitymui ir rašymui svarbiais gebėjimais (kurių nepakankamas išlavėjimas gali lemti skaitymo ir rašymo sunkumus) bei skaitymo ir rašymo įgūdžiais 1-oje klasėje. Tyrimo rezultatai parodė, kad tėvų ir priešmokyklinio ugdymo pedagogių užpildyto DRK įverčiai, vaikams lankant priešmokyklinio ugdymo grupę, susiję tiek su prognostiniais skaitymo ir rašymo sunkumų rodikliais (fonologiniais gebėjimais: greituoju vardijimu, fonologiniu supratimu, trumpalaike girdimąja atmintimi; žodynu; vizualiniais-motoriniais gebėjimais), tiek su pirmokų skaitymo įgūdžiais bei mokytojų ir tėvų pateiktu skaitymo ir rašymo vertinimu. This article examines relationships between the scores of Dyslexia Risk Questionnaire (DRQ) in preschool age and the abilities, necessary for acquisition of reading and writing skills, as well as reading and writing skills in the 1st Grade. The results of the study showed that the scores of Dyslexia Risk Questionnaire (DRQ), completed by pre-primary teachers and parents of children attending pre-primary group, are related to prognostic indicators of reading and writing difficulties (phonological abilities: rapid naming, phonological awareness, short-term auditory memory; vocabulary; visual-motor skills), as well as to 1st graders’ reading skills and their reading and writing ratings provided by parents and teachers.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42414461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Afdal Afdal, Mega Iswari, Alizamar Alizamar, I. Ifdil, Yuda Syahputra, Nurhastuti Nurhastuti
This research aimed to study career planning differences between deaf male and female students. The study consisted of 96 deaf students of West Sumatra high school registered in the semester of January-June 2018, randomly selected by multiple random sampling. Furthermore, the Afdal Career Planning Inventory (ACPI), using the Likert Scale model was used to examine and analyze the study. The results showed no significant difference in the career planning of male and female deaf students. It also showed that the male deaf students are generally in the low category, while the female are in the medium.Tyrimu siekiama išanalizuoti karjeros planavimo skirtumus tarp mokinių vaikinų ir merginų. Tyrimo imtį sudarė 2018 m. sausio–birželio semestrui užregistruoti Vakarų Sumatros gimnazijos 96 kurti mokiniai, atrinkti atsitiktine tvarka. Be to, siekiant ištirtiir išanalizuoti pasirinktą problemą, buvo naudojamas Afdalio karjeros planavimo inventorius (angl. Afdal Career Planning Inventory, ACPI), pasitelkiant Likerto skalę. Rezultatai parodė, kad nėra reikšmingo skirtumo karjeros planavimo aspektu tarpnegirdinčių mokinių vaikinų ir merginų. Taip pat buvo nustatyta, kad negirdinčių vaikinų karjeros planavimas yra iš esmės yra žemo lygio kategorijos, o merginų – vidutinio lygio kategorijos.
{"title":"CAREER PLANNING DIFFERENCES BETWEEN MALE AND FEMALE DEAF STUDENTS /NEPRIGIRDINČIŲ MOKINIŲ (VAIKINŲ IR MERGINŲ) KARJEROS PLANAVIMO SKIRTUMAI","authors":"Afdal Afdal, Mega Iswari, Alizamar Alizamar, I. Ifdil, Yuda Syahputra, Nurhastuti Nurhastuti","doi":"10.21277/se.v1i39.409","DOIUrl":"https://doi.org/10.21277/se.v1i39.409","url":null,"abstract":"This research aimed to study career planning differences between deaf male and female students. The study consisted of 96 deaf students of West Sumatra high school registered in the semester of January-June 2018, randomly selected by multiple random sampling. Furthermore, the Afdal Career Planning Inventory (ACPI), using the Likert Scale model was used to examine and analyze the study. The results showed no significant difference in the career planning of male and female deaf students. It also showed that the male deaf students are generally in the low category, while the female are in the medium.Tyrimu siekiama išanalizuoti karjeros planavimo skirtumus tarp mokinių vaikinų ir merginų. Tyrimo imtį sudarė 2018 m. sausio–birželio semestrui užregistruoti Vakarų Sumatros gimnazijos 96 kurti mokiniai, atrinkti atsitiktine tvarka. Be to, siekiant ištirtiir išanalizuoti pasirinktą problemą, buvo naudojamas Afdalio karjeros planavimo inventorius (angl. Afdal Career Planning Inventory, ACPI), pasitelkiant Likerto skalę. Rezultatai parodė, kad nėra reikšmingo skirtumo karjeros planavimo aspektu tarpnegirdinčių mokinių vaikinų ir merginų. Taip pat buvo nustatyta, kad negirdinčių vaikinų karjeros planavimas yra iš esmės yra žemo lygio kategorijos, o merginų – vidutinio lygio kategorijos.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47053730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups. Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikųsavivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.
本文从友谊、互动、社会自我感知和同伴接纳四个方面考察特殊需要学生的社会参与。本研究探讨全纳学校特殊需要学生的社会参与。本文研究的是描述性定量与社会参与四个方面的关系。本研究的对象是巴东十普惠小学的特殊需要学生和普通学生。通过《儿童自我知觉量表》、《自我描述问卷》和《同伴社会接受度》三个方面对特殊需要学生的社会自我知觉进行了测量。结果表明，大多数特殊需要学生的社会参与程度较好。然而，如果与他们的同龄人(普通学生)相比，有特殊需要的学生更有可能在社会参与方面遇到困难。一般来说，有特殊需要的学生比他们的同龄人有更少的朋友和更少的凝聚力的友谊。此外，有特殊需要的学生与同龄人的互动较少，与老师的互动较多，被正常同龄人接受的程度较低。特殊需要学生的社会自我认知与普通学生没有什么不同。两组学生在社会参与方面无显著差异。Straipsnyje analyizuojamas specialiųjų ugydymosi poreikikii turinise: draugystės, interakcijos, socialinės savivokos ir bendramokslikipriėmimo。tip pat aptariamas jui socialinis dalyvavimas inkliuzinėje mokykloje。是，aprašomuoju būdu analyizuojami kiekybiniai santykiai tarp šių keturinisocialinio dalyvavimo aspektkii。Duomenys buvo renkami isiktiek turin， tiekir neturin specialiųjų ugdymosi poreikii mokini, besimokan dešimtyje inkliuzinii pradinii mokykli Padange。socialinvilsavvoka buvotiriama trimis方面:vaikųsavivokos profiles, savęs apibūdinimo klausimynas ir bendramokslikisocialinis priėmimas。Rezultatai parodnii, kad dauguma specialiųjų ugdymosi poreikikii turini mokinii demostruoja patenkinamosocialinio dalyvavimo lygnii。Kaip bebūtų， lyginant su jtu bendramoksliais (įprastos raidos mokiniais)， yra labiau tikėtina, kad jimes kyla sunkumkisocialiai dalyvauti, jie turi mažiau draugniir jtu draugystnine tokia glaudi。是，jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikikii neturin ikii bendramokslii, kurikisocialinkisavvoka skiriasi。
{"title":"SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE","authors":"M. Marlina, Grahita Kusumastuti","doi":"10.21277/se.v1i39.412","DOIUrl":"https://doi.org/10.21277/se.v1i39.412","url":null,"abstract":"This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups. Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikųsavivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44076436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abilities of pupils with moderate, severe and profound intellectual disabilities are developed in activities. One of such activities is technology lessons with its essential feature – practical orientation. The most important achievements of SEN pupils in the technology subject is formation of practical daily life skills. As provided in The Recommendations on Adaptation of Basic Education General Curricula for Education of Special Needs Pupils with Low and Very Low Intellectual Abilities (2010), technology education consists of such parts as nutrition, textiles, structural materials and electronics. Properly organized electronics lessons prepare special needs pupils for life, form their practical skills, and help them to get familiar with new technologies. It was relevant to find out the attitudes of teachers of special education institutions to the use of electronic devices in the lessons of technology, because previous research did not deal with learning resources of special education institutions, teachers’ attitude to new technologies, and possibilities of using electronic devices. Vidutinį ir žymų ir labai žymų intelekto sutrikimą turinčių mokinių gebėjimai ugdomi veikloje. Viena iš tokių veiklų yra technologijų pamokos, kurių esminis bruožas – praktinis kryptingumas. Pagrindinio ugdymo bendrųjų programų pritaikymo rekomendacijose specialiųjų poreikių žemų ir labai žemų intelektinių gebėjimų mokinių ugdymui (2010) technologinis ugdymas yra numatytas ir sudarytas iš tokių dalių kaip mityba, tekstilė, konstrukcinės medžiagos ir elektronika. Buvo aktualu išsiaiškinti specialiųjų ugdymo įstaigų pedagogų požiūrį į elektronikos prietaisų naudojimą technologijų pamokose, nes požiūris ir pasitikėjimas yra mokytojo žinių konstrukto dalis. Straipsnio autorės laikosi požiūrio, jei mokytojas pats teisingai ir visapusiškai nesupranta technologijų, jis negali formuoti teisingo, visapusiško mokinių požiūrio.
中度、重度和重度智力残疾学生的能力在活动中得到发展。其中一项活动是技术课，其本质特征是实践性。SEN学生在技术学科上最重要的成就是形成实用的日常生活技能。根据《关于适应低、极低智力特殊需要学生教育的基础教育通识课程的建议》(2010)，技术教育包括营养、纺织、结构材料和电子等部分。组织得当的电子课程为有特殊需要的学生准备生活，培养他们的实用技能，并帮助他们熟悉新技术。由于以往的研究没有涉及到特殊教育机构的学习资源、教师对新技术的态度以及使用电子设备的可能性，因此研究特殊教育机构教师对在技术课中使用电子设备的态度是有意义的。vidutinniir žymų ir labai žymų intelekto sutrikimoturin mokininiogebėjimai ugdomi veikloje。Viena iski tokikiveiklkiyra technologijjkipamokos, kurikiesminis bruožas - praktinis kryptingumas。Pagrindinio ugdymo bendrųjų program priitaikymo rekomendacijose specialiųjų poreikikižemų ir labai žemų intelektinnii gebėjimų mokinniuugdymui (2010) technology inis ugdymas yra numatytas i sudarytas isi tokikidalikikaip mityba, tekstilnii, konstrukcinės medžiagos ir elektronika。Buvo aktualu išsiaiškinti specialiųjų ugdymo įstaigų pedagogos požiūrį požiūrį elektronikos prietaisos naudojimje technologijjpamokose, nes požiūris ir pasitikėjimas yra mokytojo žinių konstrukto dalis。Straipsnio autorės laikosi požiūrio, jei mokytojas pats teisingai和visapusiškai nesupranta technologies jui, jis negali formula oti teisingo, visapusiško mokiniio požiūrio。
{"title":"TEACHERS’ ATTITUDE TO THE USE ELECTRONIC DEVICES IN TECHNOLOGY LESSONS, EDUCATING PUPILS WITH SPECIAL EDUCATIONAL NEEDS/MOKYTOJŲ POŽIŪRIS Į ELEKTRONIKOS PRIETAISŲ NAUDOJIMĄ TECHNOLOGIJŲ PAMOKOSE, UGDANT SPECIALIUOSIUS UGDYMOSI POREIKIUS TURINČIUS MOKINIUS","authors":"A. Vaitkeviciene, Asta Širiakovienė","doi":"10.21277/se.v1i39.433","DOIUrl":"https://doi.org/10.21277/se.v1i39.433","url":null,"abstract":"Abilities of pupils with moderate, severe and profound intellectual disabilities are developed in activities. One of such activities is technology lessons with its essential feature – practical orientation. The most important achievements of SEN pupils in the technology subject is formation of practical daily life skills. As provided in The Recommendations on Adaptation of Basic Education General Curricula for Education of Special Needs Pupils with Low and Very Low Intellectual Abilities (2010), technology education consists of such parts as nutrition, textiles, structural materials and electronics. Properly organized electronics lessons prepare special needs pupils for life, form their practical skills, and help them to get familiar with new technologies. It was relevant to find out the attitudes of teachers of special education institutions to the use of electronic devices in the lessons of technology, because previous research did not deal with learning resources of special education institutions, teachers’ attitude to new technologies, and possibilities of using electronic devices. Vidutinį ir žymų ir labai žymų intelekto sutrikimą turinčių mokinių gebėjimai ugdomi veikloje. Viena iš tokių veiklų yra technologijų pamokos, kurių esminis bruožas – praktinis kryptingumas. Pagrindinio ugdymo bendrųjų programų pritaikymo rekomendacijose specialiųjų poreikių žemų ir labai žemų intelektinių gebėjimų mokinių ugdymui (2010) technologinis ugdymas yra numatytas ir sudarytas iš tokių dalių kaip mityba, tekstilė, konstrukcinės medžiagos ir elektronika. Buvo aktualu išsiaiškinti specialiųjų ugdymo įstaigų pedagogų požiūrį į elektronikos prietaisų naudojimą technologijų pamokose, nes požiūris ir pasitikėjimas yra mokytojo žinių konstrukto dalis. Straipsnio autorės laikosi požiūrio, jei mokytojas pats teisingai ir visapusiškai nesupranta technologijų, jis negali formuoti teisingo, visapusiško mokinių požiūrio. ","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45074491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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