Ballast Water Management Convention entered into force on the 8th of September 2017. Nevertheless, six years later, many problems are still waiting for their solution. Despite International Maritime Organization Guidelines, IMO HTW 7/12, Resolution MEPC.173 (58) and others, some details are still open questions that are waiting to receive their answer from the practice. The maritime society still discusses the correct way of collecting samples from ship’s ballast tanks, laboratory accreditation and licensing regulations, ballast water treatment systems maintenance. Another important issue is education and training of the personnel in charge of systems’ operation and repair. Education and training processes are already in the focus of the International Maritime Organization (IMO) but still waiting for Member states’ decision. The idea for such kind of activities appears in some particular educational institutions and training centers but the subject is not in the syllabi. Ballast Water Management Convention and related knowledge and skills are the new challenge for the shipping in all respects. The aim of this article is research regarding implementation of Ballast Water Management Convention in maritime education worldwide and in Bulgarian education and training institutions. The method of information analysis is used in order to compare what the leading maritime institutions propose in respect to Ballast Water Management Convention.
{"title":"Implementation of Ballast Water Management Convention Requirements in Maritime Education","authors":"B. Belev","doi":"10.53656/ped2023-5s.01","DOIUrl":"https://doi.org/10.53656/ped2023-5s.01","url":null,"abstract":"Ballast Water Management Convention entered into force on the 8th of September 2017. Nevertheless, six years later, many problems are still waiting for their solution. Despite International Maritime Organization Guidelines, IMO HTW 7/12, Resolution MEPC.173 (58) and others, some details are still open questions that are waiting to receive their answer from the practice. The maritime society still discusses the correct way of collecting samples from ship’s ballast tanks, laboratory accreditation and licensing regulations, ballast water treatment systems maintenance. Another important issue is education and training of the personnel in charge of systems’ operation and repair. Education and training processes are already in the focus of the International Maritime Organization (IMO) but still waiting for Member states’ decision. The idea for such kind of activities appears in some particular educational institutions and training centers but the subject is not in the syllabi. Ballast Water Management Convention and related knowledge and skills are the new challenge for the shipping in all respects. The aim of this article is research regarding implementation of Ballast Water Management Convention in maritime education worldwide and in Bulgarian education and training institutions. The method of information analysis is used in order to compare what the leading maritime institutions propose in respect to Ballast Water Management Convention.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74402942","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}
Electronic Chart Display and Information System (ECDIS) training is accepted as extremely important for safety in modern navigation. At present, two types of training are required for deck officers. Operational use of ECDIS is mandatory training for deck officers and it is conducted according to the International Maritime Organization (IMO) Model course 1.27. This course provides general knowledge about ECDIS. Type specific training is indispensable for the officers to know all the capabilities, functions, and limitations of the ECDIS used onboard. The lack of regulations for this type of training allows the manufacturers of ECDIS to apply their own requirements. This can result in improper and insufficient training. Based on research of the opinion and experience of deck officers, the authors of the paper propose a model of a standard for type specific training.
{"title":"Composing a Standard for Electronic Chart Display and Information System Type Specific Training","authors":"Dimitar Komitov, Aleksandrina Angelova","doi":"10.53656/ped2023-5s.03","DOIUrl":"https://doi.org/10.53656/ped2023-5s.03","url":null,"abstract":"Electronic Chart Display and Information System (ECDIS) training is accepted as extremely important for safety in modern navigation. At present, two types of training are required for deck officers. Operational use of ECDIS is mandatory training for deck officers and it is conducted according to the International Maritime Organization (IMO) Model course 1.27. This course provides general knowledge about ECDIS. Type specific training is indispensable for the officers to know all the capabilities, functions, and limitations of the ECDIS used onboard. The lack of regulations for this type of training allows the manufacturers of ECDIS to apply their own requirements. This can result in improper and insufficient training. Based on research of the opinion and experience of deck officers, the authors of the paper propose a model of a standard for type specific training.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"13 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90080395","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}
At the Faculty of Maritime Studies in Split, marine engineers have the opportunity to attend an ESP (English for Specific Purposes) course as part of the Special Education Program for Seafarers, which is a prerequisite for their career advancement. A series of surveys were carried out to detect their needs, expectations and the ways they perceive ESP teachers, courses and themselves as English language users. The responses referring to teachers were always clear and consistent – they are expected to understand essential ship engine systems and processes, concepts and contexts, etc. to produce a good learning platform. On the other hand, the responses that were supposed to help teachers to strike a balance in the ESP concept (that includes both general and vocational English) were somewhat ambiguous. Most of the respondents think that their overall command of the English language is “good” or “very good”, while their command of grammar is “good” or at least “sufficient”. Nevertheless, 94% admit that, in their case, learning grammar is “very important” or “necessary”. In the most recent survey, featuring another type of questionnaire, where the respondents were asked to break down the 50-hour ESP course into units, they allocated only 12.44 class hours for grammar (less than 25% of the course time). Further research will, hopefully, help ESP teachers to strike a reasonable balance between grammar, general English and vocational content.
{"title":"How Much English Grammar is Needed in the Ship’s Engine Room","authors":"Tomislav Skračić","doi":"10.53656/ped2023-5s.06","DOIUrl":"https://doi.org/10.53656/ped2023-5s.06","url":null,"abstract":"At the Faculty of Maritime Studies in Split, marine engineers have the opportunity to attend an ESP (English for Specific Purposes) course as part of the Special Education Program for Seafarers, which is a prerequisite for their career advancement. A series of surveys were carried out to detect their needs, expectations and the ways they perceive ESP teachers, courses and themselves as English language users. The responses referring to teachers were always clear and consistent – they are expected to understand essential ship engine systems and processes, concepts and contexts, etc. to produce a good learning platform. On the other hand, the responses that were supposed to help teachers to strike a balance in the ESP concept (that includes both general and vocational English) were somewhat ambiguous. Most of the respondents think that their overall command of the English language is “good” or “very good”, while their command of grammar is “good” or at least “sufficient”. Nevertheless, 94% admit that, in their case, learning grammar is “very important” or “necessary”. In the most recent survey, featuring another type of questionnaire, where the respondents were asked to break down the 50-hour ESP course into units, they allocated only 12.44 class hours for grammar (less than 25% of the course time). Further research will, hopefully, help ESP teachers to strike a reasonable balance between grammar, general English and vocational content.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"53 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86178286","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}
It is widely known that the English language is the working language of shipping industry. In 2001, the International Maritime Organisation (IMO) adopted the Standard Marine Communication Phrases (SMCP) and via one of its major Conventions, STCW 95, the teaching of Maritime English – a core competence of all Deck officers used to minimize communication problems onboard vessels – has become a mandatory part of the education of officers in every white-listed training institution. The focus of the present study was the evaluation of the importance and the effectiveness of the teaching of Maritime English as seen by the students of a Merchant Marine Academy in Greece. The adopted research design was a combination of both qualitative and quantitative research so as to reach a better and more objective understanding of the research problem. However, it has to be mentioned that due to their bulk, the data collected by using structured interviews (qualitative method) were not analysed due to time limitations – their analysis, though, is to be conducted in the immediate future. The results of the quantitative leg of the research are extremely interesting, providing food for thought while at the same time creating space for further research.
{"title":"The Importance and Effectiveness of the Teaching of Maritime English in a Merchant Maritime Academy: Investigating the Opinions and Points of Parties Involved","authors":"Sofia Koutsogianni","doi":"10.53656/ped2023-5s.13","DOIUrl":"https://doi.org/10.53656/ped2023-5s.13","url":null,"abstract":"It is widely known that the English language is the working language of shipping industry. In 2001, the International Maritime Organisation (IMO) adopted the Standard Marine Communication Phrases (SMCP) and via one of its major Conventions, STCW 95, the teaching of Maritime English – a core competence of all Deck officers used to minimize communication problems onboard vessels – has become a mandatory part of the education of officers in every white-listed training institution. The focus of the present study was the evaluation of the importance and the effectiveness of the teaching of Maritime English as seen by the students of a Merchant Marine Academy in Greece. The adopted research design was a combination of both qualitative and quantitative research so as to reach a better and more objective understanding of the research problem. However, it has to be mentioned that due to their bulk, the data collected by using structured interviews (qualitative method) were not analysed due to time limitations – their analysis, though, is to be conducted in the immediate future. The results of the quantitative leg of the research are extremely interesting, providing food for thought while at the same time creating space for further research.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"131 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83999966","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. Mikeladze, S. Rodinadze, Z. Bezhanovi, K. Zarbazoia, Medea Abashidze, Kristine Iakobadze
The importance of getting maritime students to think for themselves is essential for becoming professional seafarers in the marine industry, as in the twenty-first century, critical thinking skills strongly reflect on the quality of performed professional duties and impact on safe navigation at sea. One of the helpful methods to develop such skills while learning English is the “Case Study” method. Based on the results of the research conducted by BSMA English language teachers and backed by statistical analysis, the paper is focused on the role of critical thinking and the case study method in English language teaching during the classes, showing how it can be used to achieve a proper understanding of ideas, and different means of communication. In this work, we demonstrate the “case study” impact on English language teaching, which makes the learning process more effective and engaging.
{"title":"Developing Critical Thinking Skills through the “Case Study” Teaching Method in Maritime English Language Teaching","authors":"T. Mikeladze, S. Rodinadze, Z. Bezhanovi, K. Zarbazoia, Medea Abashidze, Kristine Iakobadze","doi":"10.53656/ped2023-5s.08","DOIUrl":"https://doi.org/10.53656/ped2023-5s.08","url":null,"abstract":"The importance of getting maritime students to think for themselves is essential for becoming professional seafarers in the marine industry, as in the twenty-first century, critical thinking skills strongly reflect on the quality of performed professional duties and impact on safe navigation at sea. One of the helpful methods to develop such skills while learning English is the “Case Study” method. Based on the results of the research conducted by BSMA English language teachers and backed by statistical analysis, the paper is focused on the role of critical thinking and the case study method in English language teaching during the classes, showing how it can be used to achieve a proper understanding of ideas, and different means of communication. In this work, we demonstrate the “case study” impact on English language teaching, which makes the learning process more effective and engaging.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"47 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80723930","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 paper deals with developing teaching materials dedicated to the ISPS Code and issues related to handling stowaways on board ship. It points out the main considerations in designing materials for Maritime English and specifies the place of such topics in the Maritime English Syllabus. Then it offers several activities intended to make the issue of shipboard security more practicable and user-friendly while developing all macro-skills and providing skills-integrated work.
{"title":"Developing Security – Related Activities for Maritime English Instruction","authors":"Galina Velikova","doi":"10.53656/ped2023-5s.04","DOIUrl":"https://doi.org/10.53656/ped2023-5s.04","url":null,"abstract":"The paper deals with developing teaching materials dedicated to the ISPS Code and issues related to handling stowaways on board ship. It points out the main considerations in designing materials for Maritime English and specifies the place of such topics in the Maritime English Syllabus. Then it offers several activities intended to make the issue of shipboard security more practicable and user-friendly while developing all macro-skills and providing skills-integrated work.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"9 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72868116","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 explores effective techniques for teaching Maritime English using movies on marine topics. Several choices relate to the multimodality, authenticity of the material, and construction of language units. The challenges that might influence the benefits of using film as a teaching tool are, for instance, how to create tasks that make viewing movies more than just entertainment for language learning and knowledge development. To investigate these issues, we have decided to prepare teaching materials with an emphasis on the safety aspect of the mariner’s life. We consider safety to be one of the most important parts of maritime English. That is why the guidelines LET’S WATCH AND STUDY were developed at the Department of Languages at Kyiv State University of Infrastructure and Technologies. The objective of the guidelines was to develop communicative skills at Maritime English. LET’S WATCH AND STUDY was designed by a group of our teachers for the first, second, and third-year students of the Navigation department. It includes six feature films and three educational ones. The guidelines can be used during the classes of Maritime English in group work. Each lesson is organized so as to develop speaking skills and offers exercises and activities to increase students’ abilities to understand the video material, enlarge the vocabulary, express the points of view, distinguish the movie’s main idea and key points, as well as develop professional and communicative skills. The lessons which include educational movies are organized in such a way as to be interesting and cognitive for students of different years of study. The vocabulary used in the films coincides with the lexical material taught during the classes of English. Every lesson which includes feature films starts with the Plot to help students understand the content easily. It should be underlined that all movies contain extreme situations such as Man overboard, Fire onboard, Abandoning the vessel, Piracy attack, and SAR (search and rescue operation). The findings revealed that training professionals in the maritime industry using films is effective. The lecturers of our department also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Finally, the researchers recommend preparing teaching materials that fit the needs and interests of future mariners.
本文探讨了利用海洋题材的电影进行海事英语教学的有效技巧。几个选择涉及到多模态、材料的真实性和语言单位的结构。例如，可能影响使用电影作为教学工具的好处的挑战是，如何创建任务，使观看电影不仅仅是语言学习和知识发展的娱乐。为了调查这些问题，我们决定准备一些强调海员生活安全方面的教材。我们认为安全是海事英语中最重要的部分之一。这就是基辅国立基础设施与技术大学语言系制定《让我们观察和研究》指南的原因。该指南的目的是培养海事英语的沟通技巧。《LET’s WATCH AND STUDY》是由我们的一群老师为导航系的一、二、三年级学生设计的。它包括6部故事片和3部教育片。本指南可用于海事英语课堂的小组作业。每节课的组织都是为了培养学生的口语能力，并提供练习和活动，以提高学生对视频材料的理解能力，扩大词汇量，表达观点，区分电影的主要思想和重点，以及培养专业和沟通能力。包括教育电影在内的课程组织方式对不同年级的学生来说都是有趣的和认知的。电影中使用的词汇与英语课上教授的词汇材料一致。每节课都从剧情开始，帮助学生轻松理解内容。必须强调的是，所有电影都包含了“人落水”、“船上起火”、“弃船”、“海盗袭击”、“搜救行动”等极端场景。调查结果显示，利用电影培训海运业专业人员是有效的。我们系的老师们也表示，他们非常欢迎这些方法，这些方法可以提高学生学习英语词汇的动力。最后，研究人员建议准备适合未来海员需求和兴趣的教材。
{"title":"Using Realistic Movies as an Attractive Strategy for Teaching Maritime English","authors":"Svitlana Korieshkova, Maria Didenko","doi":"10.53656/ped2023-5s.10","DOIUrl":"https://doi.org/10.53656/ped2023-5s.10","url":null,"abstract":"This article explores effective techniques for teaching Maritime English using movies on marine topics. Several choices relate to the multimodality, authenticity of the material, and construction of language units. The challenges that might influence the benefits of using film as a teaching tool are, for instance, how to create tasks that make viewing movies more than just entertainment for language learning and knowledge development. To investigate these issues, we have decided to prepare teaching materials with an emphasis on the safety aspect of the mariner’s life. We consider safety to be one of the most important parts of maritime English. That is why the guidelines LET’S WATCH AND STUDY were developed at the Department of Languages at Kyiv State University of Infrastructure and Technologies. The objective of the guidelines was to develop communicative skills at Maritime English. LET’S WATCH AND STUDY was designed by a group of our teachers for the first, second, and third-year students of the Navigation department. It includes six feature films and three educational ones. The guidelines can be used during the classes of Maritime English in group work. Each lesson is organized so as to develop speaking skills and offers exercises and activities to increase students’ abilities to understand the video material, enlarge the vocabulary, express the points of view, distinguish the movie’s main idea and key points, as well as develop professional and communicative skills. The lessons which include educational movies are organized in such a way as to be interesting and cognitive for students of different years of study. The vocabulary used in the films coincides with the lexical material taught during the classes of English. Every lesson which includes feature films starts with the Plot to help students understand the content easily. It should be underlined that all movies contain extreme situations such as Man overboard, Fire onboard, Abandoning the vessel, Piracy attack, and SAR (search and rescue operation). The findings revealed that training professionals in the maritime industry using films is effective. The lecturers of our department also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Finally, the researchers recommend preparing teaching materials that fit the needs and interests of future mariners.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"2 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90732536","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 popularity of English medium instruction (EMI) practice in Indonesia has experienced a substantial increase in recent years. This surge can be attributed to the growing emphasis on the internationalization of higher education, with the maritime education sector also actively embracing this trend, aligning itself with the broader movement. Therefore, this research examined the implications of implementing EMI in teaching and learning practices, and determined its impact on curriculum arrangements in higher education. Data were collected through interviews with key stakeholders, observation of a recorded online EMI classroom, and program curriculum. The collected data were analyzed using thematic content analysis. The results showed that there is a redefined role for Maritime English lecturers and a need for revision of the curriculum in English courses within Maritime-related programs. Furthermore, adopting an English for Academic Purposes (EAP) approach is deemed crucial in addressing the immediate learning needs of students. These findings underscored the crucial role played by Maritime English lecturers in supporting students’ learning in an EMI environment.
{"title":"English Medium Instruction (EMI) and Maritime English Course: Higher Education Internationalization in Indonesia","authors":"Nurmala Elmin Simbolon","doi":"10.53656/ped2023-5s.07","DOIUrl":"https://doi.org/10.53656/ped2023-5s.07","url":null,"abstract":"The popularity of English medium instruction (EMI) practice in Indonesia has experienced a substantial increase in recent years. This surge can be attributed to the growing emphasis on the internationalization of higher education, with the maritime education sector also actively embracing this trend, aligning itself with the broader movement. Therefore, this research examined the implications of implementing EMI in teaching and learning practices, and determined its impact on curriculum arrangements in higher education. Data were collected through interviews with key stakeholders, observation of a recorded online EMI classroom, and program curriculum. The collected data were analyzed using thematic content analysis. The results showed that there is a redefined role for Maritime English lecturers and a need for revision of the curriculum in English courses within Maritime-related programs. Furthermore, adopting an English for Academic Purposes (EAP) approach is deemed crucial in addressing the immediate learning needs of students. These findings underscored the crucial role played by Maritime English lecturers in supporting students’ learning in an EMI environment.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76267651","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}
M. Zamfirov, Emilia Evgenieva, Margarita Bakracheva
This article presents a study of 301 teachers, 151 general teachers and 150 resource teachers, focusing on how they evaluate their skills in identifying and working with children and students covered by the Inclusive Education Ordinance. Both common assessments and differences are outlined. The expectation to improve teachers' qualifications and skills in recognising the abilities of their pupils is confirmed. On the basis of the results, two main lines of practical work are outlined – support in identifying the abilities and skills of children and pupils and differentiation of the activities of the members of the pedagogical teams in the general education environment for the implementation of inclusive processes.
{"title":"Assessment of General Education and Resource Teachers for the Work in the Paradigm of Inclusive Education","authors":"M. Zamfirov, Emilia Evgenieva, Margarita Bakracheva","doi":"10.53656/ped2023-5.02","DOIUrl":"https://doi.org/10.53656/ped2023-5.02","url":null,"abstract":"This article presents a study of 301 teachers, 151 general teachers and 150 resource teachers, focusing on how they evaluate their skills in identifying and working with children and students covered by the Inclusive Education Ordinance. Both common assessments and differences are outlined. The expectation to improve teachers' qualifications and skills in recognising the abilities of their pupils is confirmed. On the basis of the results, two main lines of practical work are outlined – support in identifying the abilities and skills of children and pupils and differentiation of the activities of the members of the pedagogical teams in the general education environment for the implementation of inclusive processes.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"37 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84531364","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 research focused on the reactions and first actions among 52 parents of children with multiple disabilities in Bulgaria. The results showed that most of the parents went through stages of denial, anger, bargaining, depression and acceptance. Most of the parents did not receive in-time support upon the news of having a child with multiple dishabilles. Many parents were not fully satisfied with the educational options and placement of their child and believed more can be done, as well as they did not have enough knowledge about the specific methods, strategies and approaches used in the education offered to their children.
{"title":"Parents’ Reactions and First Actions toward their Children with Multiple Disabilities","authors":"Mira Tzvetkova-Arsova","doi":"10.53656/ped2023-5.04","DOIUrl":"https://doi.org/10.53656/ped2023-5.04","url":null,"abstract":"The research focused on the reactions and first actions among 52 parents of children with multiple disabilities in Bulgaria. The results showed that most of the parents went through stages of denial, anger, bargaining, depression and acceptance. Most of the parents did not receive in-time support upon the news of having a child with multiple dishabilles. Many parents were not fully satisfied with the educational options and placement of their child and believed more can be done, as well as they did not have enough knowledge about the specific methods, strategies and approaches used in the education offered to their children.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"53 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78123138","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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