Family and emotional relationships governing its functioning have a great influence upon the development of a person and his/her adult life. The specificity of a family environment is believed to be the key factor which either protects against, or contributes to, the emergence of developmental disorders during adolescence. Research resultspresented in this paper aim at highlighting the relationships between traits of family environment and children’s anxiety level. The research was conducted from 2015 to 2016 among 180 students of Polish junior high schools located in both: rural and urban areas. Šeima ir emociniai ryšiai daro didelę įtaką vaiko raidai ir suaugusiojo gyvenimui. Manoma, kad šeimos aplinkos specifika yra esminis veiksnys, kuris arba apsaugo nuo vystymosi sutrikimų paauglystės laikotarpiu atsiradimo, arba juos sukelia. Straipsnyje pateikiami tyrimų rezultatai siekia pabrėžti ryšį tarp šeimos aplinkos ypatybių ir vaikų nerimo lygio. Tyrimas buvo atliekamas 2015 m., apklausiant 180 Lenkijos aukštesniųjųklasių mokinių iš kaimiškųjų vietovių ir miestų
{"title":"THE IMPACT OF FAMILY ENVIRONMENT ON CHILDREN’S ANXIETY LEVEL/ ŠEIMOS APLINKOS POVEIKIS VAIKO NERIMO LYGIUI","authors":"M. Dudek, E. Dolinská, V. Klein, Viera Šilonová","doi":"10.21277/SE.V1I38.395","DOIUrl":"https://doi.org/10.21277/SE.V1I38.395","url":null,"abstract":"Family and emotional relationships governing its functioning have a great influence upon the development of a person and his/her adult life. The specificity of a family environment is believed to be the key factor which either protects against, or contributes to, the emergence of developmental disorders during adolescence. Research resultspresented in this paper aim at highlighting the relationships between traits of family environment and children’s anxiety level. The research was conducted from 2015 to 2016 among 180 students of Polish junior high schools located in both: rural and urban areas. Šeima ir emociniai ryšiai daro didelę įtaką vaiko raidai ir suaugusiojo gyvenimui. Manoma, kad šeimos aplinkos specifika yra esminis veiksnys, kuris arba apsaugo nuo vystymosi sutrikimų paauglystės laikotarpiu atsiradimo, arba juos sukelia. Straipsnyje pateikiami tyrimų rezultatai siekia pabrėžti ryšį tarp šeimos aplinkos ypatybių ir vaikų nerimo lygio. Tyrimas buvo atliekamas 2015 m., apklausiant 180 Lenkijos aukštesniųjųklasių mokinių iš kaimiškųjų vietovių ir miestų","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46299610","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 article deals with investigation of professional skills of adolescents with autism spectrum disorders (ASD). 40 ukrainian adolescents of 13-17 years old were investigated by use of Psychological and Educational Profile for Youth and Adult (AAPEP). Besides 40 healthy peers were investigated by the same method and used as a reference group. According the results obtained 40% of ASD adolescents have satisfactory professional skills. Nevertheless, their emotional indices were substantially lower than correspondent indices for healthy peers and showed negative dynamics with age. Low indices of emotional development and functional communication skill of ASD adolescents restrict their future employment and demond psychological and social support. Straipsnyje pristatomas paauglių, turinčių autizmo spektro sutrikimų (ASS), socialinių ir profesinių įgūdžių tyrimas. Buvo ištirta keturiasdešimt 13–17 metų amžiaus ukrainiečių paauglių, taikant jaunuolių ir suaugusiųjų psichologinio ir edukacinio profilio (angl. Psychological and Educational Profile for Youth and Adult, AAPEP) charakteristikos metodą. Be to, tuo pačiu metodu buvo ištirta 40 įprastos raidos jų bendraamžių, kurie traktuoti kaip kontrolinė grupė. Buvo nustatyta, kad 40 % ASS turinčių paauglių turėjo patenkinamus profesinius įgūdžius. Nepaisant to, jų emociniai rodikliai buvo kur kas žemesni lyginant su atitinkamais rodikliais, kuriuos demonstravo įprastos raidos jų bendraamžiai, taip pat buvo nustatyta neigiama dinamika amžiaus atžvilgiu. ASS turinčių paauglių žemi emocinės raidos ir funkcinės komunikacijos įgūdžių rodikliai apriboja jų ateities įsidarbinimo galimybes bei reikalauja psichologinės ir socialinės paramos.Esminiai žodžiai: autizmo spektro sutrikimai, paaugliai, profesiniai įgūdžiai, socialinė kompetencija.
本文对自闭症谱系障碍(ASD)青少年的专业技能进行了调查。使用青少年和成人心理和教育概况(AAPEP)对40名13-17岁的乌克兰青少年进行了调查。采用相同的方法对40名健康同龄人进行调查，并作为参照组。根据所得结果，40%的ASD青少年具有满意的专业技能。然而，他们的情绪指数明显低于健康同龄人的相应指数，并随年龄呈负动态变化。ASD青少年的情感发展和功能性沟通技能指标较低，制约了他们未来的就业，需要心理和社会支持。雄性斑马病，斑马病，斑马病，斑马病，斑马病，斑马病，斑马病，斑马病，斑马病，斑马病。Buvo ištirta keturiasdešimt 13-17 metui amžiaus ukrainie paaugliui, taikant jaunuoliiir suaugusiųjų psichologinio ir edukacinio profilio(角)。青少年与成人心理与教育概况(英文)。Be to, two paiu metodu buvo ištirta 40 įprastos raidos jui bendraamžių， kurie traktuoti kaip kontroliniogrupnik。Buvo nustatyta, kad 40% ASS turin paaugli turėjo patenkinamus profesinius įgūdžius。Nepaisant to, jiliemociniai rodikliai buvokkkas žemesni lyginant su atitinkamais rodikliais, kuriuos demonstravo įprastos raidos jilio bendraamžiai, taip pat buvonustatyta neigiama dinamika amžiaus atžvilgiu。ASS turin paaugli žemi emocinės raidos ir funkcinės komunikacijos įgūdžių rodikliai apriboja jui aties įsidarbinimo galimybes bei reikalauja psichologinės ir socialinės paramos。Esminiai žodžiai: autizmo spectro sutrikimai, paaugliai, professioniniai įgūdžiai, socialinzikompetencija。
{"title":"SOCIAL AND PROFESSIONAL SKILLS OF ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS / PAAUGLIŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMŲ, SOCIALINIAI IR PROFESINIAI ĮGŪDŽIAI","authors":"Kateryna Ostrovska, Ihor Ostrovskii, Vira Korniat","doi":"10.21277/SE.V1I38.358","DOIUrl":"https://doi.org/10.21277/SE.V1I38.358","url":null,"abstract":"The article deals with investigation of professional skills of adolescents with autism spectrum disorders (ASD). 40 ukrainian adolescents of 13-17 years old were investigated by use of Psychological and Educational Profile for Youth and Adult (AAPEP). Besides 40 healthy peers were investigated by the same method and used as a reference group. According the results obtained 40% of ASD adolescents have satisfactory professional skills. Nevertheless, their emotional indices were substantially lower than correspondent indices for healthy peers and showed negative dynamics with age. Low indices of emotional development and functional communication skill of ASD adolescents restrict their future employment and demond psychological and social support. Straipsnyje pristatomas paauglių, turinčių autizmo spektro sutrikimų (ASS), socialinių ir profesinių įgūdžių tyrimas. Buvo ištirta keturiasdešimt 13–17 metų amžiaus ukrainiečių paauglių, taikant jaunuolių ir suaugusiųjų psichologinio ir edukacinio profilio (angl. Psychological and Educational Profile for Youth and Adult, AAPEP) charakteristikos metodą. Be to, tuo pačiu metodu buvo ištirta 40 įprastos raidos jų bendraamžių, kurie traktuoti kaip kontrolinė grupė. Buvo nustatyta, kad 40 % ASS turinčių paauglių turėjo patenkinamus profesinius įgūdžius. Nepaisant to, jų emociniai rodikliai buvo kur kas žemesni lyginant su atitinkamais rodikliais, kuriuos demonstravo įprastos raidos jų bendraamžiai, taip pat buvo nustatyta neigiama dinamika amžiaus atžvilgiu. ASS turinčių paauglių žemi emocinės raidos ir funkcinės komunikacijos įgūdžių rodikliai apriboja jų ateities įsidarbinimo galimybes bei reikalauja psichologinės ir socialinės paramos.Esminiai žodžiai: autizmo spektro sutrikimai, paaugliai, profesiniai įgūdžiai, socialinė kompetencija. ","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47847389","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}
Lithuanian educators are still not adequately well prepared to teach children with autism spectrum disorder (further in text ASD). There is a lack of research, the access to evidence-based methods is limited, and traditional educational methodological approaches are usually ineffective (Diržytė, Mikulėnaitė & Kalvaitis, 2016; Buivydaitė, Newman & Prasauskienė, 2017).One of the earliest signs of ASD is failure to develop language and social communication (Mody & Bellieveau, 2013; Arunachalam & Luyster 2016; etc.). Meta-analyses conducted by foreign researchers show that B.F. Skinner’s (1957) verbal behaviour analysis is one of the evidence-based effective methods used for developing language in children with ASD (McPherson et al., 1984; Dymond et al. 2006; Sautter & LeBlanc, 2006; Devine & Petursdottir, 2017). A rapid increase in the prevalence of ASD brings the researchers’ attention to the possibilities of applying this method, however, there are still some areas in verbal behaviour approach remaining, which lack research. Scientific studies in these areas would likely open effective ways for developing language in children with ASD (Devine & Petursdottir, 2017). The researchers (Buivydaitė, Newman & Prasauskienė, 2017) have conducted a review of scientific articles on ASD in the Baltic states (including Lithuania), and the findings of it confirm the lack of such research. In this study, a single-subject educational experiment was used, during which a joint stimulus control model was applied for developing language in children with ASD, with the main focus being on receptive language acquisition. The object of joint stimulus control is the development of a symmetrical (bi-directional) word-object relation and independent, verbally maintained generalisation with unlearned stimuli. The results of the experiment show that a joint stimulus control model can be applied as an effective mechanism to develop language in children with ASD. In the presence of non-verbal stimuli and rehearsing the names of the stimuli overtly or covertly, the joint stimulus control emerges and, in this way, the complex receptive language perception in children with ASD is developed within the context of social interaction. The participants of this experiment were able to emit correct responses with the novel sets of stimuli and were able to apply this mechanism without prompts not only in teaching sessions, but also in other social situations. Lietuvos pedagogai vis dar nepasiruošę ugdyti autizmo spektro sutrikimų (toliau ASS) turinčius vaikus, trūksta tyrimų, moksliškai pagrįstų metodikų prieinamumas yra ribotas, o tradicinės metodinės prieigos dažnai būna neveiksmingos (Diržytė, Mikulėnaitė ir Kalvaitis, 2016; Buivydaitė, Newman ir Prasauskienė, 2017).Vienas pagrindinių ASS požymių yra kalbos ir socialinės komunikacijos sutrikimas (Mody ir Bellieveau, 2013; Arunachalam ir Luyster 2016 ir kt.). Kaip rodo užsienio mokslininkų atliktos meta- analizės (McPherson et al., 198
立陶宛的教育工作者仍然没有为教授自闭症谱系障碍儿童做好充分的准备（在ASD文本中进一步介绍）。缺乏研究，获得循证方法的途径有限，-传统的教育方法论方法通常是无效的（Diržytï，Mikulïnai&Kalvaitis，2016；Buivydaitï，Newman&Prasauskienï，2017）。自闭症谱系障碍的最早迹象之一是未能发展语言和社会沟通（Mody&Bellieveau，2013；阿鲁纳查拉姆和路斯特，2016；等）。外国研究人员进行的荟萃分析表明，B.F.Skinner（1957）言语行为分析是用于ASD儿童语言发展的循证有效方法之一（McPherson等人，1984；Dymond等人2006；Sautter和LeBlanc，2006；Devine和Petursdottir，2017）。ASD患病率的迅速增加使研究人员注意到应用这种方法的可能性，然而，言语行为方法仍有一些领域有待研究。这些领域的科学研究可能会为自闭症谱系障碍儿童的语言发展开辟有效的途径（Devine和Petursdottir，2017）。研究人员（Buivydaitï，Newman&Prasauskienï，2017）对波罗的海国家（包括立陶宛）关于ASD的科学文章进行了审查，其结果证实了缺乏此类研究。在这项研究中，使用了一个单一的受试者教育实验，在此过程中，将联合刺激控制模型应用于ASD儿童的语言发展，主要关注接受性语言习得。联合刺激控制的目的是发展对称（双向）的词-物关系，并与未学习的刺激进行独立、口头保持的概括。实验结果表明，联合刺激控制模型可以作为ASD儿童语言发展的有效机制。在非语言刺激的存在下，并公开或秘密地复述刺激的名称，联合刺激控制就会出现，这样，自闭症谱系障碍儿童复杂的接受性语言感知就会在社交互动的背景下发展起来。该实验的参与者能够用新的刺激发出正确的反应，并且能够在没有提示的情况下应用这种机制，不仅在教学过程中，而且在其他社交场合中也是如此。立陶宛的教育工作者仍然没有准备好抚养患有自闭症谱系障碍（ASS）的儿童，缺乏研究，科学方法的可用性有限，传统的方法论访问通常是无效的（Diržytë，Mikulïnaitë和Kalvaitis，2016；Buivydaitë，Newman和Prasauskienë，2017）。ASS的主要特征之一是语言和社会沟通障碍（Mody和Bellieveau，2013；阿鲁纳查拉姆和路斯特，2016等）。正如外国科学家的荟萃分析所示（McPherson et al.，1984；Dymond et al.2006；Sautter和LeBlanc，2006；Devine和Petursdottir，2017），B.F.Skinner的言语行为分析（1957）是基于实证研究的ASS儿童有效的语言学习方法之一。在增加ASS儿童数量的同时，研究人员对采用这种方法的可能性越来越感兴趣，言语行为分析仍有一些领域可以探索教育ASS儿童的有效方法（Devine和Petursdottir，2017）。科学家们对包括立陶宛在内的波罗的海国家ASS的科学文章的主题分析（Buivydaitï，Newman和Prasauskienï，2017）证实了缺乏研究的问题。本文描述了一个个体教育实验，该实验使用了一个组合的激励-控制模型来发展ASS儿童的语言，重点是语言意识。共同控制激励的对象是对象与自主的、口头支持的、普遍的无报酬激励之间对称（相互）互动的发展。实验表明，组合激励控制模型是发展ASS儿童语言技能的有效机制。非语言刺激的图像，以及他们通过声音或在自己的脑海中重复的名字，显示出对刺激的共同控制，从而培养了ASS儿童在社交环境中的复杂接受感知。使用该工具，实验参与者能够使用新的刺激集正确执行任务，并学会了不仅在训练中，而且在其他社会情况下独立应用该模型的机制。
{"title":"THE APPLICATION OF THE JOINT STIMULUS CONTROL MODEL IN TEACHING COMPLEX RECEPTIVE LANGUAGE TO CHILDREN WITH AUTISM SPECTRUM DISORDER /JUNGTINĖS STIMULŲ KONTROLĖS MODELIO PRITAIKYMAS UGDANT VAIKŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMĄ, KOMPL. KALBOS SUVOKIMĄ","authors":"Rita Raudeliūnaitė, Eglė Steponėnienė","doi":"10.21277/SE.V1I38.372","DOIUrl":"https://doi.org/10.21277/SE.V1I38.372","url":null,"abstract":"Lithuanian educators are still not adequately well prepared to teach children with autism spectrum disorder (further in text ASD). There is a lack of research, the access to evidence-based methods is limited, and traditional educational methodological approaches are usually ineffective (Diržytė, Mikulėnaitė & Kalvaitis, 2016; Buivydaitė, Newman & Prasauskienė, 2017).One of the earliest signs of ASD is failure to develop language and social communication (Mody & Bellieveau, 2013; Arunachalam & Luyster 2016; etc.). Meta-analyses conducted by foreign researchers show that B.F. Skinner’s (1957) verbal behaviour analysis is one of the evidence-based effective methods used for developing language in children with ASD (McPherson et al., 1984; Dymond et al. 2006; Sautter & LeBlanc, 2006; Devine & Petursdottir, 2017). A rapid increase in the prevalence of ASD brings the researchers’ attention to the possibilities of applying this method, however, there are still some areas in verbal behaviour approach remaining, which lack research. Scientific studies in these areas would likely open effective ways for developing language in children with ASD (Devine & Petursdottir, 2017). The researchers (Buivydaitė, Newman & Prasauskienė, 2017) have conducted a review of scientific articles on ASD in the Baltic states (including Lithuania), and the findings of it confirm the lack of such research. In this study, a single-subject educational experiment was used, during which a joint stimulus control model was applied for developing language in children with ASD, with the main focus being on receptive language acquisition. The object of joint stimulus control is the development of a symmetrical (bi-directional) word-object relation and independent, verbally maintained generalisation with unlearned stimuli. The results of the experiment show that a joint stimulus control model can be applied as an effective mechanism to develop language in children with ASD. In the presence of non-verbal stimuli and rehearsing the names of the stimuli overtly or covertly, the joint stimulus control emerges and, in this way, the complex receptive language perception in children with ASD is developed within the context of social interaction. The participants of this experiment were able to emit correct responses with the novel sets of stimuli and were able to apply this mechanism without prompts not only in teaching sessions, but also in other social situations. Lietuvos pedagogai vis dar nepasiruošę ugdyti autizmo spektro sutrikimų (toliau ASS) turinčius vaikus, trūksta tyrimų, moksliškai pagrįstų metodikų prieinamumas yra ribotas, o tradicinės metodinės prieigos dažnai būna neveiksmingos (Diržytė, Mikulėnaitė ir Kalvaitis, 2016; Buivydaitė, Newman ir Prasauskienė, 2017).Vienas pagrindinių ASS požymių yra kalbos ir socialinės komunikacijos sutrikimas (Mody ir Bellieveau, 2013; Arunachalam ir Luyster 2016 ir kt.). Kaip rodo užsienio mokslininkų atliktos meta- analizės (McPherson et al., 198","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49066365","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}
Liuda Radzevičienė, Lina Miliūnienė, Vytautas Gudonis
The research is dedicated to find out possible indicators of physical activity of people with motor disabilities associated with their life satisfaction and attitude towards one’s disability. It was set that people with motor disability participating in the sports activities feel satisfied in comparison to those who used to be passive. Physical activity of persons who have motor impairments is caused by several reasons that are associated with personal and environmental factors. 162 adults after trauma of spincordand are in wheelchairs participated in the research.Tyrimu siekiama nustatyti motorikos sutrikimų turinčių asmenų fizinės veiklos rodiklius, susijusius su jų pasitenkinimu gyvenimu ir požiūriu į savo negalę. Buvo nustatyta, kad motorikos sutrikimų turintys žmonės, dalyvaujantys sporto veiklose, jaučiasi patenkinti, lyginant su tais, kurie yra pasyvūs. Asmenų, turinčių motorikos sutrikimų, fizinį aktyvumą lemia keletas priežasčių, susijusių su asmeniniais ir aplinkos veiksniais. Tyrime dalyvavo 162 stuburo traumą patyrę ir neįgaliojo vežimėliu judantys suaugusieji.
{"title":"INDICATORS OF PHYSICAL ACTIVITY OF PEOPLE WITH MOTOR DISABILITIES ASSOCIATED WITH THEIR LIFE SATISFACTION AND ATTITUDE TOWARDS ONE’S DISABILITY / MOTORIKOS SUTRIKIMŲ TURINČIŲ ASMENŲ FIZINĖS VEIKLOS RODIKLIAI, SUSIJĘ SU JŲ PASITENKINIMU GYVENIMU IR POŽIŪRI","authors":"Liuda Radzevičienė, Lina Miliūnienė, Vytautas Gudonis","doi":"10.21277/SE.V1I38.380","DOIUrl":"https://doi.org/10.21277/SE.V1I38.380","url":null,"abstract":"The research is dedicated to find out possible indicators of physical activity of people with motor disabilities associated with their life satisfaction and attitude towards one’s disability. It was set that people with motor disability participating in the sports activities feel satisfied in comparison to those who used to be passive. Physical activity of persons who have motor impairments is caused by several reasons that are associated with personal and environmental factors. 162 adults after trauma of spincordand are in wheelchairs participated in the research.Tyrimu siekiama nustatyti motorikos sutrikimų turinčių asmenų fizinės veiklos rodiklius, susijusius su jų pasitenkinimu gyvenimu ir požiūriu į savo negalę. Buvo nustatyta, kad motorikos sutrikimų turintys žmonės, dalyvaujantys sporto veiklose, jaučiasi patenkinti, lyginant su tais, kurie yra pasyvūs. Asmenų, turinčių motorikos sutrikimų, fizinį aktyvumą lemia keletas priežasčių, susijusių su asmeniniais ir aplinkos veiksniais. Tyrime dalyvavo 162 stuburo traumą patyrę ir neįgaliojo vežimėliu judantys suaugusieji. ","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45214541","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 article describes the inclusive paradigm as a methodological basis for changes in educational policy, practice and culture.The authors analyze the problems of comprehension the new paradigm by professionals in the pedagogical sphere, related to the correlation of inclusive politics and practice, the transformation of an inclusive educational environment, the introduction of professional and educational standards, and the professional and psychological readiness of a teacher. The main attention is paid to the psychological and pedagogical bases of the inclusive approach and the methodology of psychological and pedagogical support of the participants in educational relations. The key methodological categories of the inclusive approach are taking to consideration. The article analyzes the results of empirical studies on the main components of an inclusive educational environment, which have been realized by the scientific team of the Institute for Problems of Inclusive Education in several regions of the Russian Federation.Straipsnio tikslas yra teoriškai sumodeliuoti šiuolaikinio ugdymo inkliuzinę paradigmą. Tyrimas grindžiamas mokslinės literatūros ir antrinių duomenų analize. Remdamosi inkliuzinės paradigmos koncepcinio modelio analize, kultūros istorijos teorijos ir sistemos veiklos metodologijos teiginiais bei inkliuzinio ugdymo empirinių tyrimų rezultatais, autorės nurodo sąlygas inkliuzinio ugdymo plėtotei. Inkliuzinės paradigmos šiuolaikiniame ugdyme evoliucija reikalauja įvairių profesinio bendradarbiavimo modelių ir naujų technologijų bei jungtinės veiklos teorija grindžiamų metodų įdiegimoEsminiai žodžiai: inkliuzija, inkliuzinis ugdymas, specialieji ugdymosi poreikiai, metodologija, kultūros istorijos teorija, ugdymo individualizavimas
本文将包容性范式描述为教育政策、实践和文化变革的方法论基础。作者分析了教育领域专业人士理解新范式的问题，涉及包容性政治与实践的相关性、包容性教育环境的转型、专业和教育标准的引入以及教师的专业和心理准备。主要关注的是包容方法的心理和教学基础，以及教育关系参与者的心理和教学支持方法。正在考虑包容性办法的主要方法类别。本文分析了全纳教育问题研究所的科学团队在俄罗斯联邦几个地区实现的全纳教育环境主要组成部分的实证研究结果。Straipsnio tikslas yra teoriškai sumodeliuoti šiuolaikinio ugdymo inkliuzinz范式。Tyrimas grindžiamas mokslinės literatūros ir antrinii duomeni analize。Remdamosi inkliuzinės paradigm moconcepciio model delio analysis, kultūros istorijos teorijos ir sistemos veiklos metodologijos teiginiais bei inkliuzinio ugdymo imperiinio tyrimo rezultatais, autorės neurodo sąlygas inkliuzinio ugdymo plėtotei。Inkliuzinės paradigm mos šiuolaikiniame ugdyme evoliucija reikalauja įvairių professionio bendradarbiavimo modelmodelir naujui technologiesjui bei jungtinės veiklos teorija grindžiamų metod įdiegimoEsminiai žodžiai: inkliuzija, inkliuzinis ugdymas, specialieji ugdymosi poreikiai, metodolija, kultūros istorijos teorija, ugdymo individualizavimas
{"title":"THE FOUNDATIONS OF AN INCLUSIVE PARADIGM FOR CONTEMPORARY EDUCATION / INKLIUZINĖS PARADIGMOS PAGRINDAI ŠIUOLAIKINIAME UGDYME","authors":"S. V. Alekhina, E. Samsonova, T. Yudina","doi":"10.21277/se.v1i38.366","DOIUrl":"https://doi.org/10.21277/se.v1i38.366","url":null,"abstract":"The article describes the inclusive paradigm as a methodological basis for changes in educational policy, practice and culture.The authors analyze the problems of comprehension the new paradigm by professionals in the pedagogical sphere, related to the correlation of inclusive politics and practice, the transformation of an inclusive educational environment, the introduction of professional and educational standards, and the professional and psychological readiness of a teacher. The main attention is paid to the psychological and pedagogical bases of the inclusive approach and the methodology of psychological and pedagogical support of the participants in educational relations. The key methodological categories of the inclusive approach are taking to consideration. The article analyzes the results of empirical studies on the main components of an inclusive educational environment, which have been realized by the scientific team of the Institute for Problems of Inclusive Education in several regions of the Russian Federation.Straipsnio tikslas yra teoriškai sumodeliuoti šiuolaikinio ugdymo inkliuzinę paradigmą. Tyrimas grindžiamas mokslinės literatūros ir antrinių duomenų analize. Remdamosi inkliuzinės paradigmos koncepcinio modelio analize, kultūros istorijos teorijos ir sistemos veiklos metodologijos teiginiais bei inkliuzinio ugdymo empirinių tyrimų rezultatais, autorės nurodo sąlygas inkliuzinio ugdymo plėtotei. Inkliuzinės paradigmos šiuolaikiniame ugdyme evoliucija reikalauja įvairių profesinio bendradarbiavimo modelių ir naujų technologijų bei jungtinės veiklos teorija grindžiamų metodų įdiegimoEsminiai žodžiai: inkliuzija, inkliuzinis ugdymas, specialieji ugdymosi poreikiai, metodologija, kultūros istorijos teorija, ugdymo individualizavimas","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43812314","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}
Straipsnyje analizuojama inkliuzinio ugdymo samprata ir inkliuzinio ugdymo konstrukto interpretacijos švietimo kaitos kontekste. Taikant aprašomojo tyrimo metodologinę prieigą teoriškai analizuojama inkliuzinio ugdymo sampratos raida ir esminių idėjų raiška Lietuvos strateginiuose švietimo dokumentuose tarptautinės politikos, susijusios su žmogaus teisių bei inkliuzinio ugdymo nuostatų įtvirtinimu, kontekste. Svarbiausių šalies švietimą reglamentuojančių dokumentų analizė parodė, jog kokybiško ugdymo visiems, pripažįstant ir vertinant ugdymo ir ugdymosi proceso dalyvių ir jų poreikių įvairovę, nuostatos tiesiogiai arba latentiškai yra įtvirtintos švietimo politikoje. Tačiau naujausiuose švietimo dokumentuose inkliuzinio ugdymo sąvokos nėra, jos turinys neapibrėžtas. Sudėtingą socialinį konstruktą “inkliuzinis ugdymas” bandoma sulietuvinti ir keisti jį į sąvoką “įtraukusis ugdymas”, kurios turinys taip pat neatskleistas. Neapibrėžtas sudėtingų sąvokų - konstruktų turinys skatina įvairias interpretacijas, lemia sąvokų painiojimą. Straipsnyje išryškinama būtinybė permąstyti šių sąvokų turinį bei sąsajas su švietimo ir ugdymo modeliu, kurį ketinama įgyvendinti – integruoto (įtraukiojo) ar inkliuzinio ugdymo ir aiškiai apibrėžti nacionaliniuose švietimo dokumentuose.
{"title":"INKLIUZINIS AR ĮTRAUKUSIS UGDYMAS: SOCIALINIŲ KONSTRUKTŲ INTERPRETACIJOS ŠVIETIMO KAITOS KONTEKSTE","authors":"Stafanija Ališauskienė, Lina Miltenienė","doi":"10.21277/SE.V1I38.430","DOIUrl":"https://doi.org/10.21277/SE.V1I38.430","url":null,"abstract":"Straipsnyje analizuojama inkliuzinio ugdymo samprata ir inkliuzinio ugdymo konstrukto interpretacijos švietimo kaitos kontekste. Taikant aprašomojo tyrimo metodologinę prieigą teoriškai analizuojama inkliuzinio ugdymo sampratos raida ir esminių idėjų raiška Lietuvos strateginiuose švietimo dokumentuose tarptautinės politikos, susijusios su žmogaus teisių bei inkliuzinio ugdymo nuostatų įtvirtinimu, kontekste. Svarbiausių šalies švietimą reglamentuojančių dokumentų analizė parodė, jog kokybiško ugdymo visiems, pripažįstant ir vertinant ugdymo ir ugdymosi proceso dalyvių ir jų poreikių įvairovę, nuostatos tiesiogiai arba latentiškai yra įtvirtintos švietimo politikoje. Tačiau naujausiuose švietimo dokumentuose inkliuzinio ugdymo sąvokos nėra, jos turinys neapibrėžtas. Sudėtingą socialinį konstruktą “inkliuzinis ugdymas” bandoma sulietuvinti ir keisti jį į sąvoką “įtraukusis ugdymas”, kurios turinys taip pat neatskleistas. Neapibrėžtas sudėtingų sąvokų - konstruktų turinys skatina įvairias interpretacijas, lemia sąvokų painiojimą. Straipsnyje išryškinama būtinybė permąstyti šių sąvokų turinį bei sąsajas su švietimo ir ugdymo modeliu, kurį ketinama įgyvendinti – integruoto (įtraukiojo) ar inkliuzinio ugdymo ir aiškiai apibrėžti nacionaliniuose švietimo dokumentuose.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47074570","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}
Critical review of Thompson, J. (2012). La gestion de classe au secondaire: Guide pratique [Discipline survival guide for the secondary teacher].Montréal: éditions Chenelière.
{"title":"Critical Review: “Discipline survival guide for the secondary teacher”","authors":"Jérôme St-Amand","doi":"10.21277/SE.V2I37.350","DOIUrl":"https://doi.org/10.21277/SE.V2I37.350","url":null,"abstract":"<p>Critical review of Thompson, J. (2012). <em>La gestion de classe au secondaire: Guide pratique </em>[<em>Discipline survival guide for the secondary teacher</em>].<em> </em>Montréal: éditions Chenelière.</p><p> </p>","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43072659","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}
K. Suranata, A. Atmoko, Itsar Bolo Rangka, I. Ifdil
This phenomenological study describs some risks and sources of resilience of students with hearing impairment in an inclusive school at Bengkala, Bali, Indonesia. The data were obtained from four students with hearing impairment, and some related key informants, through semi-structured in-depth interview and observation. The steps of analyses followed a phenomenological research approach. The result of the study shows that (1) there are three serious risk factors, namely family poverty, student’s difficulties in understanding verbal language and learning materials, and student’s emotional distortion; (2) there are five personal sources of resilience, they involve self-efficacy, cooperation skills, talents or special skills, gratitude, and positive hope; (3) there are four social support sources of resilience, they are family, school, peers, and community. This study also discussed an attempt to improve the success of children with hearing loss through developing psychological and social functioning, and enhancing achievement in inclusive schools.
{"title":"Risks and resilience of students with hearing impairment in an inclusive school at Bengkala, Bali, Indonesia","authors":"K. Suranata, A. Atmoko, Itsar Bolo Rangka, I. Ifdil","doi":"10.15388/se.2017.4","DOIUrl":"https://doi.org/10.15388/se.2017.4","url":null,"abstract":"This phenomenological study describs some risks and sources of resilience of students with hearing impairment in an inclusive school at Bengkala, Bali, Indonesia. The data were obtained from four students with hearing impairment, and some related key informants, through semi-structured in-depth interview and observation. The steps of analyses followed a phenomenological research approach. The result of the study shows that (1) there are three serious risk factors, namely family poverty, student’s difficulties in understanding verbal language and learning materials, and student’s emotional distortion; (2) there are five personal sources of resilience, they involve self-efficacy, cooperation skills, talents or special skills, gratitude, and positive hope; (3) there are four social support sources of resilience, they are family, school, peers, and community. This study also discussed an attempt to improve the success of children with hearing loss through developing psychological and social functioning, and enhancing achievement in inclusive schools.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41501375","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}
David Cordente Mesas, Sixto González Víllora, O. C. Contreras Jordán
The main goal of this study was to design, and confirm the efficiency of, a formative Physical Education program with the purpose of improving schoolchildren’s attitudes towards people who have a visual impairment. The participants were 910 students aged 9 to 13 years old from the region of Castilla-La Mancha (Spain). Participants simulated visual impairment during eight Physical Education sessions within the context of play and a sports-based learning environment. They completed an attitudinal questionnaire both pre and post the intervention. The author’s (2018) aim was to evaluate children’s attitudes toward both visual impairment and integrated Physical Education CAIPE-R (Block, 1995). Both a descriptive and comparative analyses, as well as ANOVA, were conducted. The results indicated a significant improvement in children’s attitudes toward those with visual impairment. Therefore, this program would be efficacious when applied in schools in the future in order to promote a better attitude toward inclusion.
{"title":"The design and efficiency of a physical education program to promote attitudinal changes towards people with visual impairments","authors":"David Cordente Mesas, Sixto González Víllora, O. C. Contreras Jordán","doi":"10.15388/se.2017.2","DOIUrl":"https://doi.org/10.15388/se.2017.2","url":null,"abstract":"The main goal of this study was to design, and confirm the efficiency of, a formative Physical Education program with the purpose of improving schoolchildren’s attitudes towards people who have a visual impairment. The participants were 910 students aged 9 to 13 years old from the region of Castilla-La Mancha (Spain). Participants simulated visual impairment during eight Physical Education sessions within the context of play and a sports-based learning environment. They completed an attitudinal questionnaire both pre and post the intervention. The author’s (2018) aim was to evaluate children’s attitudes toward both visual impairment and integrated Physical Education CAIPE-R (Block, 1995). Both a descriptive and comparative analyses, as well as ANOVA, were conducted. The results indicated a significant improvement in children’s attitudes toward those with visual impairment. Therefore, this program would be efficacious when applied in schools in the future in order to promote a better attitude toward inclusion.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44212375","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}
Scientific journals are amongst the most important sources of information regarding the status, content and other relevant characteristics of educational rehabilitation. A content analysis of scientific journals in an area illuminates its main trends and development. This work seeks to analyse basic trademarks of educational rehabilitation practice in countries from Central and Eastern Europe, specifically 15 post-socialist countries which have, during the 1990s, seen substantial political and social changes. This research includes 4 scientific journals in which educational rehabilitation scientists have published most of the existing scientific work during the period from 2008 to 2016. These are: Croatian Review of Rehabilitation Research, Journal of Special Education and Rehabilitation, Research in Developmental Disabilities and Special Education. This research is based on an analysis of 273 published abstracts, by means of quantitative content analysis. The main hypothesis was that educational rehabilitation science in European post-socialist countries has recognisable content and method, with the primary purpose of developing scientifically verified interventions. These contribute to the promotion of developmental, educational and social status for people with various difficulties. Such a hypothesis has been partially confirmed. It was established that there is recognisable content and method, but the predominance of scientifically verified interventions has not been established. The science of educational rehabilitation is primarily characterised by themes of specific abilities of a certain group of people with disabilities. This includes an analysis of the efficiency of various interventative methods being present in one third of the publications. In conclusion, the results of this research indicate the need for further improvement of scientific activities within the science of educational rehabilitation in Central and Eastern Europe, both in diversity of the scientific methodology and regarding a focus on the interventions themselves (including evaluation, but also the theoretical basis regarding their meaningfulness).
{"title":"Specificities of the science of educational rehabilitation in Central and Eastern Europe","authors":"Dejana Bouillet","doi":"10.21277/SE.V2I37.337","DOIUrl":"https://doi.org/10.21277/SE.V2I37.337","url":null,"abstract":"Scientific journals are amongst the most important sources of information regarding the status, content and other relevant characteristics of educational rehabilitation. A content analysis of scientific journals in an area illuminates its main trends and development. This work seeks to analyse basic trademarks of educational rehabilitation practice in countries from Central and Eastern Europe, specifically 15 post-socialist countries which have, during the 1990s, seen substantial political and social changes. This research includes 4 scientific journals in which educational rehabilitation scientists have published most of the existing scientific work during the period from 2008 to 2016. These are: Croatian Review of Rehabilitation Research, Journal of Special Education and Rehabilitation, Research in Developmental Disabilities and Special Education. This research is based on an analysis of 273 published abstracts, by means of quantitative content analysis. \u0000The main hypothesis was that educational rehabilitation science in European post-socialist countries has recognisable content and method, with the primary purpose of developing scientifically verified interventions. These contribute to the promotion of developmental, educational and social status for people with various difficulties. Such a hypothesis has been partially confirmed. It was established that there is recognisable content and method, but the predominance of scientifically verified interventions has not been established. The science of educational rehabilitation is primarily characterised by themes of specific abilities of a certain group of people with disabilities. This includes an analysis of the efficiency of various interventative methods being present in one third of the publications. In conclusion, the results of this research indicate the need for further improvement of scientific activities within the science of educational rehabilitation in Central and Eastern Europe, both in diversity of the scientific methodology and regarding a focus on the interventions themselves (including evaluation, but also the theoretical basis regarding their meaningfulness). ","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44820815","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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