Daiva Alifanovienė, Darius Gerulaitis, Albina Kepalaitė, Odeta Šapelytė, Asta Vaitkevičienė
The article deals with the occupational stress strategies of education support specialists. Teachers are expected not only to work with students in the classroom but also to perform their duties as an administrator, to rally various resources for meeting the needs of the students and their parents as well as other community members; also to be an innovator, advisor and mediator etc., which creates a high level of (occupational) stress. The main objective of the article is to identify how education specialists’ develop stress coping strategies and to attempt to answer the following problem questions: What is the focus of Lithuanian education specialists’ in stress coping support strategies? What are the links between the stress coping strategies used and socio-demographic characteristics? A quantitative research design was conducted to identify the stress coping strategies used by the specialists working in the education system. (N= 478). Occupational stress experienced by education specialists becomes a serious test not only to the physical and mental health of the professional and his / her family, the potential loss of working capacity and also to the quality of work of the educational institution and the internal culture of the organisation.
{"title":"A comparative analysis of occupational stress coping strategies in education specialists’","authors":"Daiva Alifanovienė, Darius Gerulaitis, Albina Kepalaitė, Odeta Šapelytė, Asta Vaitkevičienė","doi":"10.15388/se.2017.1","DOIUrl":"https://doi.org/10.15388/se.2017.1","url":null,"abstract":"The article deals with the occupational stress strategies of education support specialists. Teachers are expected not only to work with students in the classroom but also to perform their duties as an administrator, to rally various resources for meeting the needs of the students and their parents as well as other community members; also to be an innovator, advisor and mediator etc., which creates a high level of (occupational) stress. The main objective of the article is to identify how education specialists’ develop stress coping strategies and to attempt to answer the following problem questions: What is the focus of Lithuanian education specialists’ in stress coping support strategies? What are the links between the stress coping strategies used and socio-demographic characteristics? A quantitative research design was conducted to identify the stress coping strategies used by the specialists working in the education system. (N= 478). Occupational stress experienced by education specialists becomes a serious test not only to the physical and mental health of the professional and his / her family, the potential loss of working capacity and also to the quality of work of the educational institution and the internal culture of the organisation.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46725556","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}
Learning software for children with intellectual disabilities is particularly important because some of the solutions are highly practical, allowing for easy presentation of different types of incentives and goals, often with higher quality than other media. Educational information and communication technologies, and in particular the various software packages, provide a wider range of incentives for pupils with mild intellectual disability and create a favorable environment for their full development in different areas through a list of activities that ensure progress. This study presents an evaluation of performance results from the use of specially selected software products in the education of children with mild intellectual disabilities. This is an attempt to prove the hypothesis that the systematic and targeted application of information and communication technologies, and in particular specific software products (such as "AKTINES", "I learn to run with security", "Small works in action", "STERXIS", "Round with value" and "My home and school “) improves the efficiency of the educational process.
针对智障儿童的学习软件尤为重要，因为其中一些解决方案非常实用，可以很容易地呈现不同类型的激励和目标，通常比其他媒体的质量更高。教育资讯及通讯科技，特别是各种软件包，为轻度智障学生提供更广泛的激励，并透过一系列确保他们进步的活动，为他们在不同领域的全面发展创造有利的环境。本研究提出了一个评估的性能结果，从使用特别选择的软件产品在轻度智障儿童的教育。本文试图证明这样一个假设，即系统地、有针对性地应用信息和通信技术，特别是具体的软件产品(如“AKTINES”、“我学安全跑”、“小作品在行动”、“STERXIS”、“Round with value”和“My home and school”)，可以提高教育过程的效率。
{"title":"Assessment of the efficiency of the integrated application of educational software when teaching children with mild intellectual disabilities (MID)","authors":"E. Pantelis, N. Tsankov","doi":"10.15388/se.2017.3","DOIUrl":"https://doi.org/10.15388/se.2017.3","url":null,"abstract":"Learning software for children with intellectual disabilities is particularly important because some of the solutions are highly practical, allowing for easy presentation of different types of incentives and goals, often with higher quality than other media. Educational information and communication technologies, and in particular the various software packages, provide a wider range of incentives for pupils with mild intellectual disability and create a favorable environment for their full development in different areas through a list of activities that ensure progress. This study presents an evaluation of performance results from the use of specially selected software products in the education of children with mild intellectual disabilities. This is an attempt to prove the hypothesis that the systematic and targeted application of information and communication technologies, and in particular specific software products (such as \"AKTINES\", \"I learn to run with security\", \"Small works in action\", \"STERXIS\", \"Round with value\" and \"My home and school “) improves the efficiency of the educational process.","PeriodicalId":38469,"journal":{"name":"Specialusis Ugdymas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48839649","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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