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Brackenreed, Ph. D., Darlene G. „Exceptional Lives: Teachers’ Stories“. World Journal of Educational Research 3, Nr. 2 (13.06.2016): 251. http://dx.doi.org/10.22158/wjer.v3n2p251.
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<em>This phenomenological research study explored the perceptions of educators regarding the education of students with low incidence exceptionalities through the use of semi-structured interviews. The purpose of the study was to discover the realities<strong> </strong>of teaching students with low incidence exceptionalities and what, if any, barriers exist in providing the best education possible for these children. All of the participants were educators with experience ranging from Kindergarten to Grade 12 and lived in Ontario, Canada. From the study emerged eight themes: school entry and leaving, assessment, placement, resources, teacher training, advocacy, independence and friendship. All of the participants raised concerns about the lack of support they receive in providing for the complex and multi-faceted needs of these children.</em>
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Aldridge, Jerry T., und Gypsy Abbott Clayton. „Elementary Teachers' Cognitive and Affective Perceptions of Exceptional Children“. Psychological Reports 61, Nr. 1 (August 1987): 91–94. http://dx.doi.org/10.2466/pr0.1987.61.1.91.
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114 elementary teachers were examined on knowledge of exceptional children and attitudes toward mentally retarded children in a pretest-posttest experimental control group design. 20 teachers were enrolled in a 10-wk. course in which characteristics of exceptional students were discussed. These 20 teachers, called administrative teachers, provided inservice training to 57 participating teachers (experimental group). Statistically significant changes in knowledge occurred for the 57 participating teachers but not in a control group of 57 used for comparison. No significant changes in attitudes toward mentally retarded children were observed.
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Churton, Michael W. „Preparation of adapted physical educators in Appalachia: Preservice Training Model“. Rural Special Education Quarterly 9, Nr. 3 (September 1988): 18–22. http://dx.doi.org/10.1177/875687058800900304.
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The delivery of adapted physical education services in Appalachia and other rural areas has lacked comprehensive and appropriate personnel training models. Exceptional children have not received adequate adapted physical education services due to lack of qualified teachers, resources, and extreme poverty conditions. Appalachian State University's Department of Language, Reading, and Exceptionality was awarded a training grant to prepare adapted physical education teachers for Appalachia. Appalachia is the depressed economic and geographically dispersed region encompassing 154 counties in the southeastern part of the country. Exceptional children are un-cerserved and often do not receive appropriate physical education or special education intervention. Specific training and employment problems were identified. Strategies for training teachers to provide services in rural areas are presented which may prove generalizable to other special education training programs.
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Mcintosh, Dean K., und Gail I. Raymond. „Training special education teachers in rural areas: A viable model“. Rural Special Education Quarterly 9, Nr. 1 (April 1988): 2–5. http://dx.doi.org/10.1177/875687058800900101.
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In 1983, the Program for Exceptional Children, College of Education, University of South Carolina, received funds from the Office of Special Education and Rehabilitation Services to design, develop, and implement a service delivery model that would meet the unique learning needs of mildly handicapped children in sparsely populated areas of South Carolina. The model emphasizes the training of regular elementary teachers at the master's degree level to function as teacher-consultants to other regular classroom teachers to maintain these children in the regular classroom.
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Cahyo Adi Kistoro, Hanif, Caly Setiawan, Eva Latipah und Himawan Putranta. „Teacher’s experiences in character education for autistic children“. International Journal of Evaluation and Research in Education (IJERE) 10, Nr. 1 (01.03.2021): 65. http://dx.doi.org/10.11591/ijere.v10i1.20743.
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<p><span>Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.</span></p>
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Pasha, Shaheen, Muhammad Javed Aftab und Robina Naqvi. „Training Need Assessment for Teachers Working in an Inclusive Setting for Children with Disabilities“. Review of Applied Management and Social Sciences 4, Nr. 1 (20.03.2021): 27–44. http://dx.doi.org/10.47067/ramss.v4i1.96.
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In an inclusive setup, general education teachers are expected to handle students with different needs. These teachers should always be supported to meet these problems. The purpose of the present research study addresses the importance of teachers' training attitudes towards inclusive education of children with disabilities. Training enhances teachers ‘self- efficiency’ and information regarding adapting their teaching methodologies in an inclusive environment for the individual needs of exceptional children. Literature review studies the areas such as perception about disability, the notion of inclusive education, movement from special education to inclusive setup and teachers training provided to use teaching skills. An inclusive set up is advantageous for learners with disabilities. A total of 280 respondents, male 79 and female 201 from 15 schools and centers of special education, District Multan were selected as a population in the study. A sample of 125 participants selected through stratified random sampling techniques. In this research, a questionnaire was the only instrument for the collection of data. After planning the questionnaire, the researchers administered it to 5 members for pilot testing. The results were analyzed and finally, the questionnaire contained 30 items covering all the components of training need assessment for teachers working in an inclusive setting for children with disabilities. The descriptive and qualitative research method was applied to analyze the collected data. It was highly recommended that teachers' training programs are designed to share information about awareness of disability and enhance teaching skills and knowledge for an efficacious inclusive system for children with disabilities.
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Da Fonte, M. Alexandra, und Miriam C. Boesch. „Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers“. Journal of International Special Needs Education 19, Nr. 2 (01.05.2016): 47–58. http://dx.doi.org/10.9782/2159-4341-19.2.47.
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Abstract Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.
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Jesus, Denise Meyrelles, Regina Helena Silva Simões und Miriã Lúcia Luiz. „Pessoas com deficiência na escola capixaba pós-1964: Questões da exceção“. education policy analysis archives 27 (03.06.2019): 67. http://dx.doi.org/10.14507/epaa.27.4518.
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In Brazil, from the 1950s to 1970s, the term “exceptional” was used to define people with disabilities as a counterpoint to a so-called “normal” human being. On the other hand, the term “exception regime” defined the post-1964 coup dictatorial government, which opposed the democratic republican regime. Based on the analysis of legislative documents, school records, reports on training internships in audiovisual resources, curricular proposals and demonstration schools, this article investigates the production of these exceptionalities and their consequences in school attendance for people with disabilities in the state of Espírito Santo during the dictatorial period (1964-1985). In this period, a bifronted movement was produced: in public education, the segregation of “exceptional” pupils - apparently supported by technical-pedagogical arguments - overshadowed social and economic factors that conditioned exclusions inside and outside of schools; in the private sphere, the creation of philanthropic institutions disobliged the state of the attendance to the ones who demanded differentiated educational support. In the first case, the aim was to promote analyses and solutions ranging from the domain of audiovisual resources and teaching techniques by teachers up to the organization of classes according to learning “levels” and “capacities” of the children judged “exceptional”. In the second case, basic principles of citizenship were denied.
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Pamungkas, Bayu, Rochmat Wahab, Suwarjo Suwarjo und Adi Susen. „School and Family Collaboration on Twice-exceptional Academic Program Services“. International Journal of Learning, Teaching and Educational Research 22, Nr. 12 (30.12.2023): 351–67. http://dx.doi.org/10.26803/ijlter.22.12.17.
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Collaboration in twice-exceptional academic program services is an important thing to pay attention to when optimising student potential. This research focuses on both school and family involvement using a qualitative approach and a case study design to describe the forms of school and family collaboration. The respondents in this research consisted of 15 teachers and 15 parents with twice-exceptional children. The data collection in this research was carried out using participatory observation techniques and semi-structured interviews. The data was analysed through data collection, data compression, data presentation, and conclusion drawing. The findings in this study reveal that there are diverse roles held by both schools and families in relation to the testing, planning, implementing, and evaluating of twice-exceptional programs. Additionally, it highlights the significance of self-development and extra-curricular activities in maximising student potentials, alongside the importance of training both schools and families in supporting the twice-exceptional students' development. The establishment of collaboration is influenced by several supporting factors such as open communication, administrative support, and parental involvement. Meanwhile, factors that can hinder the creation of collaboration include a lack of awareness, busy parental schedules, and misunderstandings regarding the roles involved. By understanding the results of this research, schools and families can work together to support the development of twice-exceptional students more effectively by developing educational service programs that better support the potential of twice-exceptional students. It is hoped that future research will be able to better describe collaboration in academic services for twice-exceptional students for each different type of special need.
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Undro, Evelina, und Sigita Girdzijauskienė. „Gifted Girls’ Learning Experience in General Education“. Acta Paedagogica Vilnensia 43 (20.12.2019): 57–70. http://dx.doi.org/10.15388/actpaed.43.4.
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The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.
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Alahmadi, Nsreen A., und Mogeda El Sayed El Keshky. „Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia“. Journal of Educational and Developmental Psychology 9, Nr. 1 (18.11.2018): 9. http://dx.doi.org/10.5539/jedp.v9n1p9.
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PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia.
MATERIAL & METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers’ knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data.
RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers’ range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities.
CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers’ knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.
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McLaughlin, Margaret J., Carol H. Valdivieso, Kathleen L. Spence und Bruce C. Fuller. „Special Education Teacher Preparation: A Synthesis of Four Research Studies“. Exceptional Children 55, Nr. 3 (November 1988): 215–21. http://dx.doi.org/10.1177/001440298805500303.
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Four national studies of personnel preparation in special education were conducted from 1982 to 1986 by the Institute for the Study of Exceptional Children and Youth, University of Maryland. The studies included two surveys of individual states' manpower needs, a mail survey of preservice special education majors, and interviews with faculty in selected states concerning teacher training and teacher training programs. A synthesis of the findings from the studies yielded a variety of information on teacher training programs and their students, as well as information on the significant trends and influences on these programs. These trends and influences are discussed, as well as their implications for future special education program planning and development.
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Barzut, Vesna, Jelena Blanuša und Dijana Krstić. „Preschool teachers' implicit attitudes towards gifted children“. TIMS. Acta 14, Nr. 2 (2020): 85–92. http://dx.doi.org/10.5937/timsact14-28876.
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This research examined the implicit attitudes of the preschool education professionals towards the gifted children. We used two types of assessment: how much an attitude is fair and how much it is good. The attitudes of preschool teachers who are working at the preschool institutions and the attitudes of students who are enrolled in vocational education for preschool teachers were compared. The control group were the students of sport training. The attitudes towards gifted children were researched as they are typically portrayed as intellectually superior, socially maladjusted and seen as a potential leaders of the society. The results showed a relatively positive attitude towards gifted children in all groups. The only exception is that they have a neutral to slightly negative attitude towards social adjustment of the gifted children. These results just partially confirmed the disharmony of the hypothesis that teachers frequently have. It is the assumption that the intellectual superiority of the gifted children is accompanied by social or emotional maladjustment. Based on the results, on the preschool level, there are not yet any kind of negative attitudes of the preschool teachers towards gifted children. In addition, it seems that the professionals increase the value of the cognitive aspect of giftedness with experience.
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Taylor, Jonte, und Naima Bhana. „Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses“. Journal of Special Education Preparation 1, Nr. 1 (19.05.2021): 47–54. http://dx.doi.org/10.33043/josep.1.1.47-54.
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In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of structure, culturally responsive teaching, student-teacher relationship development, and social emotional learning should be included in classroom/behavior management courses in special education training programs.
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AL-SAWAFI, Jokha, und Amina BENKOUIDER. „THE AVAILABILITY OF CONSELING SKILLS WITH FEMALE PRE-SCHOOL TEACHERS IN THE SULTANATE OMAN“. RIMAK International Journal of Humanities and Social Sciences 03, Nr. 05 (01.06.2021): 140–45. http://dx.doi.org/10.47832/2717-8293.5-3.14.
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The study aimed to uncover the practice of a pre-school teachers in counseling skills, and to find out the differences in the degree of availability of counseling skills among them according to the following variables (Academic Qualification, Years of Experience, Training Courses). The researchers used a descriptive approach, and the Observation-Card which designed by the researchers themselves, it was divided into three domains (Classroom Management & interaction with children, Organization of the educational environment, and Interpersonal), then was applied to a sample of (120) teachers. The study concluded that the teachers practice skills in Classroom Management & Interaction with children) was on a degree of (medium). While practicing the skills of (Organizing the Educational Environment, and Personal skills) was on a degree of (high). The results also showed that the degree of availability of counseling skills among teachers in all three- domains were differs according to their academic qualification in favor of a kindergarten bachelor’s qualification, and the degree of availability of counseling skills among teachers in all three-domains not differ according to the number of years of experience, and the degree of availability of counseling skills for teachers in two areas (Classroom Management & Interaction with children, and Interpersonal skills) differs according to the number of training courses in favor of female teachers who obtained one course and more, with the exception of the domain of (Organizing the Educational Environment), as it founded that it does not differ according to the number of training courses
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Page, Thomas A., Melody Harrison, Mary Pat Moeller, Jacob Oleson, Richard M. Arenas und Meredith Spratford. „Service Provision for Children Who Are Hard of Hearing at Preschool and Elementary School Ages“. Language, Speech, and Hearing Services in Schools 49, Nr. 4 (24.10.2018): 965–81. http://dx.doi.org/10.1044/2018_lshss-17-0145.
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Purpose To characterize preschool and school services for children who are hard of hearing (CHH), we described service setting, amount, and configuration and analyzed the relationship between service receipt and student hearing levels and language scores. Characteristics of professionals providing services were described and then used to predict level of comfort with skills supporting listening and spoken language. The amount of provider communication with children's audiologists was also investigated. Method Participants included parents of CHH (preschool n = 174; school n = 155) and professionals (preschool n = 133; school n = 104) who completed interviews and questionnaires as part of a longitudinal study. Children's hearing, speech, and language data were collected from annual testing and analyzed in relation to service data. Results A majority (81%) of preschool-age CHH received services. Children were more likely to be in a preschool for children who are deaf or hard of hearing (CDHH) or exceptional children than a general education preschool. By elementary school, 70% received services, nearly all in general education settings. Sessions averaged twice a week for a total of approximately 90 min. Children who no longer received services performed significantly better on speech/language measures than those who received services, regardless of service setting. Professionals were primarily speech-language pathologists (SLPs) and teachers of CDHH. SLPs reported significantly less comfort with skills involving auditory development and hearing technologies and less frequent communication with the child's audiologists than teachers of CDHH. Overall communication with audiologists was more frequent in the preschool years. Conclusions As preschool-age CHH transition into school, the majority continue to qualify for services. Congruent with national trends, school-age CHH in the Outcomes of Children with Hearing Loss study were most often in general education settings. Without specialized preprofessional or postgraduate training, SLPs and teachers of CDHH did not report comfort with all the skills critical to developing listening and spoken language. This finding supports the need for increased implementation of interprofessional practice among SLPs and teachers of CDHH, as well as audiologists, to best meet the needs unique to this population.
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Yang Qiwen, Wu Ruisi und Hamdan Mohd Ali. „INVESTIGATION AND RESEARCH ON PARENTS' PARTICIPATION IN CHILDREN'S PHYSICAL EDUCATION OF INTELLECTUALLY HANDICAPPED CHILDREN PHYSICAL EDUCATION OF INTELLECTUALLY HANDICAPPED CHILDREN“. International Journal of Social Science and Business Management 2, Nr. 01 (29.02.2024): 106–21. http://dx.doi.org/10.59021/ijssbm.v2i01.91.
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With the development of special education, the education of exceptional children has also received more and more attention. Generally, the education and training of parents of special children brand behavioral intervention are keys to helping special children. The ecological theory of child development believes that parents are the critical factors influencing the development of exceptional children; children' learning occurs in the natural environment and runs through daily life activities. The family is the earliest environment for children, and parents are children's first teachers. Education must start from the family; the first person to build a bridge for children can only be parents.In China, the participation of parents of children with intellectual disabilities in their children's physical education has not received enough attention, and the physical education of most children with intellectual disabilities has not been fully implemented to address this phenomenon. This article uses literature methods, field surveys, expert interviews, data statistics, questionnaires, and other methods to research and investigate the attitudes, current situation, and approaches of parents of children with intellectual disabilities in Maoming City about how to participate in their children's physical education. It was found that there are constraints such as insufficient understanding of participation in children's physical education, low overall level of participation in children's physical education, participation in children's physical education as a formality, insufficient depth of participation, and traditional participation in children's physical education. This was discussed and proposed. Practical suggestions for modifications. This study is of great value in providing reference literature for developing family education for the mentally handicapped in the future. There needs to be a higher overall level of participation in children's physical education as a formality, insufficient depth of participation, and traditional participation in physical education. This was discussed and proposed. Practical suggestions for modifications. This study is of great value in providing reference literature for developing family education for the mentally handicapped in the future
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Makin, Laurie. „Language teachers by necessity, not choice“. Language Teaching and Learning in Australia 9 (01.01.1992): 33–48. http://dx.doi.org/10.1075/aralss.9.03mak.
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More than 90 different languages are spoken in Australia, and approximately 14 percent of children in Australia’s schools speak a language other than English at home (Clyne 1988:22). In many classrooms, between 70 and 100 percent of children fall into this category, particularly at their entry point into formal schooling, usually at the age of five or six. As a result, the majority of mainstream teachers, especially those in early childhood programs for children under the age of eight years, find themselves unwitting language teachers. Yet the majority of these teachers, even those who are themselves bilingual, have had only a rudimentary orientation to bilingual teaching models and methodologies in their preservice training. Currently, the most common model of English language teaching in Australia’s schools (with some significant but relatively minor exceptions) combines limited specialist intervention with classroom ‘submersion’. The recent policy paper, Australia’s language, does not signal any change to this situation. It is the thesis of this paper that, within the unified national system of tertiary education, there resides potential for closer links between Schools of Education, Schools of Linguistics and Schools of Modern Languages that might enable the education system to make better use of its existing linguistic resources for the good of both individuals and the nation.
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Rajaee, Soheila, Marzeih Abtahi und Parvaneh Shamsipour Dehkordi. „The effect of progressive exercise therapy and combination self-modeling on behavioral disorders in children with intellectual disability“. Shenakht Journal of Psychology and Psychiatry 8, Nr. 5 (27.11.2021): 27–38. http://dx.doi.org/10.32598/shenakht.8.5.27.
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Introduction: In addition to physical exercises, cognitive interventions such as imagery and modeling facilitate the learning of skills. Aim: The present study was conducted with the aim of determining the effect of progressive exercise therapy and combination self-modeling on behavioral disorders in children with intellectual disability. Method: This study was a semi-experimental study with experimental group and control group. Among the exceptional children in Najafabad in 2019, 30 educable children with intellectual disabilities aged 8-12 years were selected based on inclusion criteria. Experimental groups underwent training intervention training for 4 weeks and four sessions per week. The tool used was Rutter children behavioral questionnaire. The data were analyzed with repeated measures analysis of variance trough SPSS20 software. Results: The results showed that there was a significant difference between the means of self modeling behavioral disorders and progressive exercise therapy in the post-test phase with their averages in the pre-test phase (P<0.05). Examination of the means showed the combined selfmodeling group had a better behavioral disorders score in the post-test phase than the other groups. Also, in the post-test phase, the mean of behavioral disorders in the progressive exercise therapy group was better than the control group. Conclusion: The findings of the present study showed the progressive Exercise therapy and combination self-modeling in educating and assisting the behavior of children with intellectual disability are effective. They could learn from the way in terms of time for educators, teachers and parents are beneficial.
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Nykonenko, Nataliia. „THE INFLUENCE OF THE LATEST SOCIETY CHALLENGES ON DIFFERENT INSTRUCTIONAL PROGRAMS FOR SPECIAL EDUCATION TEACHER TRAINING IN THE USA“. Scientific journal of Khortytsia National Academy, Nr. 2021-4 (04.12.2021): 131–44. http://dx.doi.org/10.51706/2707-3076-2021-4-12.
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The aim of this work was to study the impact of the latest challenges of the globalized society on special education teacher training in the United States and Ukraine. For the needs of our research current instructional programs 13.1013 – Education/Teaching of Individuals with Autism and 13.1008 –Education/TeachingofIndividualswithOrthopedicandOtherPhysicalHealthImpairments that are used for the US educators’ preparation were proposed as examples. The global onset of the COVID-19 pandemic has changed the common lifestyle for the majority people. Constant uncertainty, social distancing, enormous off-schedule work and distance learning in the face of changing external constraints create an atmosphere of nervous tension that undoubtedly affects all people, but people with disabilities can be observed as especially vulnerable to these and other challenges. The researchers report symptoms of anxiety and depression among young people, feeling of having been left out of the society. There is no doubt in the necessity to support vulnerable students' mental health normalization mostly by psychologists and teachers. In order to adapt to innovations, educators should unite in professional pedagogical associations and become "agents of change". With the reference to the recommendations of the Council for Exceptional Children and scientific researches, the paper describes the list of professional skills a special teacher needs to obtain in the current conditions. Due to distance learning conditions teachers of students with autism should be able to take into account factors of social interaction and possible behaviours and communication that can affect the effectiveness of educational activities online. Together with proper arranging of classroom furniture and assigning seats, teachers of students withorthopedicandotherphysicalhealthimpairments should gain the skills of effective online communication, tailoring instructional methods, using technical and non-technical educational tools, and recognizing physical condition of a student for proper combining different academical tasks and physical exercises.
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Zhavoronkova, Liliya V. „Preparation of rural school teachers to work in conditions of inclusive education“. Pedagogy Of Rural School 2, Nr. 8 (2021): 126–36. http://dx.doi.org/10.20323/2686-8652-2021-2-8-126-136.
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The problem of providing accessible and quality education for children with disabilities studying in rural schools is one of the main tasks of modern education. The need to include all children in the educational process, without exception, makes it relevant to discuss the problem of preparing teachers of rural secondary schools for the implementation of inclusive education. The author of the article examines the training of teachers on the example of one of the rural secondary schools of the Yaroslavl region. The article is presented from the standpoint of the implementation of the requirements for the labor function «Pedagogical activities for the design and implementation of basic general educational programs and adapted general educational programs». It is based on the professional standard «Teacher (pedagogical activity in preschool, primary, general, basic general, secondary general education) (educator, teacher)”. The article actualizes the competencies of teaching staff, which need to be formed to ensure inclusive education, it determines the priority areas of training teachers of rural schools to work in the inclusive educational process: normative; motivational – value; cognitive; procedural – technological; professional and competence. The author describes the components of training teachers of rural schools in the Yaroslavl region to work in inclusive classes: the possibility of mastering special defectological programs of different levels (higher education and master's degree); the possibility of obtaining additional professional education in the form of professional retraining or course improvement of qualifications; internships on the basis of leading inclusive educational organizations; participation in training events at various levels; activities as part of the problem group of the laboratory «Pedagogy of the rural school» of the Scientific Center of the Russian Academy of Education at the YaSPU named after K. D. Ushinsky, participation in implementing innovative projects at the municipal and regional levels.
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Tse, Shek Kam, Emily Y. W. Pang, Heiken To, Pik Fong Tsui und Lu Sai Lam. „Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children“. Journal of Language Teaching and Research 12, Nr. 2 (01.03.2021): 234. http://dx.doi.org/10.17507/jltr.1202.03.
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A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children’s learning.
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Hlynska, Mariya. „ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS“. Problems of the humanitarian sciences. Psychology Series, Nr. 47 (26.04.2021): 22–41. http://dx.doi.org/10.24919/2312-8437.47.229342.
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Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.
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Kayhan, Nilay, und Pelin Pistav Akmese. „An Examination of the Courses for the Education of Exceptionally Talented Children in Special Education Teaching Programs in European Union Member States and Turkey“. Journal of Education and Learning 7, Nr. 6 (06.11.2018): 230. http://dx.doi.org/10.5539/jel.v7n6p230.
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Legal regulations about education and educational policies are important for the quality of the practices. It has been seen that many countries invest in the education of the individuals who will form a qualified society in the future and focus on the teacher training and quality. The teachers have a great role in determining the exceptionally talented individuals in Turkey, their education, directing their performances in accordance with their interests and talents, enabling them to benefit from support education. Accordingly, in order to determine what kind of competency the teachers gain regarding this pre-service area, the courses in the special education teaching undergraduate programs regarding the exceptionally talented area in European Union (EU) and Turkey have been investigated in terms of number, term and credit content. Qualitative research method and document analysis technique are used in the descriptive study which aims to determine an existing situation. The data were obtained from education reports published by EU member countries about their own education systems, United Nations Children Rights and Education reports and Council of Higher Education’s Teacher Training Programs. For example, the preservice teachers are given theoretical information in the first classes, then receive education in which they can observe and show effective teaching skills with a mentor in the following years in the countries such as Belgium, the Czech Republic, Finland, Spain, Sweden, Luxemburg, and Malta.
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Webster, Alec, Judith Major, Olwen Murray und Janet Robins. „Research commissions in the initial professional training of educational psychologists: Examining the case for urban pedagogy“. Educational and Child Psychology 17, Nr. 4 (2000): 4–16. http://dx.doi.org/10.53841/bpsecp.2000.17.4.4.
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This paper reports a study of what characterises urban pedagogy and outlines a small-scale research contribution towards a better definition of the concept as it is currently being debated in one LEA. Also considered is a strategy for equipping educational psychologists in training with the research skills required to adopt more agentive roles in organisations. As part of an initial professional training programme, live research commissions were undertaken linked to an LEA development plan. This particular commission included the interviewing and direct observation of 13 teachers working with pupils at key stages 2–4 in inner city schools, who had been identified as exceptionally skilled by LEA advisers. Findings indicate some of the teachers’ priorities, including maintaining control, working at a brisk pace and sustaining pupil engagement. These features are related to the belief systems and models of pedagogy held by the teachers and were deconstructed to three main elements: the importance of academic achievement to urban children, a focus on the whole child in the educative process, and a passionate desire to break the cycle of social deprivation. Implications are discussed in relation to LEA policy-making, the initial training of educational psychologists and ways of enhancing the future role of educational psychology services.
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Lau, Regine C., Peter J. Anderson, Joshua F. Wiley, Susan E. Gathercole und Megan Spencer-Smith. „4 Does Working Memory Training for Children Need to be Adaptive? A Randomised Controlled Trial“. Journal of the International Neuropsychological Society 29, s1 (November 2023): 512–13. http://dx.doi.org/10.1017/s1355617723006628.
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Objective:A common assumption to maximise cognitive training outcomes is that training tasks should be adaptive, with difficulty adjusted to the individual’s performance. This has only been tested once in adults (von Bastian & Eschen, 2016). We aimed to examine children’s outcomes of working memory training using adaptive, self-select and stepwise approaches to setting the difficulty of training tasks compared to an active control condition.Participants and Methods:In a randomised controlled trial (ACTRN 12621000990820), children in Grades 2-5 (7 to 11 years) were allocated to one of four conditions: adaptive working memory training, self-select working memory training, stepwise working memory training, or active control. An experimental intervention embedded in Minecraft was developed for teachers to deliver in the classroom over two weeks (10 x 20-minute sessions). The working memory training comprised two training tasks with processing demands similar to daily activities: backward span with digits and following instructions with objects. The control condition comprised creative building tasks. As part of a larger protocol, children completed at baseline and immediately post-intervention working memory measures similar to the training activities (primary outcome): backward span digits and letters versions, following instructions objects and letters versions. Primary analyses were intention-to-treat. Secondary analyses included only children who completed 10 sessions.Results:Of 204 children recruited into the study, 203 were randomised, with 95% retention at post-intervention. 76% of children completed all 10 training sessions. Comparisons between each working memory training condition and the active control on working memory measures were non-significant (f2 = 0.00), with one exception. Children in the self-select condition on average performed 1-point better than the controls on the following instructions objects measure (p = .02, f2 = 0.03). A pattern emerged that the self-select condition performed better on most measures.Conclusions:We found little evidence that an adaptive approach to setting the difficulty of training tasks maximises training outcomes for children. Findings suggest that working memory outcomes following training are limited and are not modulated by the approach to setting the difficulty of training tasks. This is consistent with findings from von Bastian & Eschen (2016), who also observed that the self-select condition (and not the adaptive condition) showed a slightly larger change in working memory performance following training than the control. It is helpful for clinicians to be aware that adaptive working memory training programs might not be superior in improving children’s working memory, and the benefits of programs are limited.
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Homayounnia Firoozjah, Morteza, und Mojtaba Dehestani Ardekani. „The Effect Paintball Game on Motor Performance, Neuropsychological and Behavioral Features Children with Attention Deficit/Hyperactivity Disorder“. Practice in Clinical Psychology 11, Nr. 4 (01.04.2023): 0. http://dx.doi.org/10.32598/jpcp.11.4.703.4.
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Objective: Poor motor skill performance can place children with ADHD at risk of developing a weak self-concept, high anxiety levels, and a poor social function. The purpose of this study is to explore the effects of a moderate- to high-intensity paintball game program on fitness, cognitive functions, and ADHD-related behavior in children with ADHD. Method: A total of 21 participants (age in years: M = 9.1, SD = 1.1, ranging from 7 to 12) took part in the study. Measuring tools were included Fitness and Motor Tests Measures, Behavioral Measures, Neuropsychological Measures. Fitness level, motor skills, behaviors, and cognitive functions are assessed by standardized tests before and after a 10-week training or control period Results: Findings show that participation in a paintball game program (improves muscular capacities, motor skills, behavior reports by parents and teachers, and level of information processing. Posttest analysis revealed that with the exception of rule breaking behaviors, a tendency for improvements was reported by the teachers in the experimental group for all scales, but all differences did not reach statistical significance. Conclusion: Structured paintball game program may have clinical relevance in the functional adaptation of children with ADHD. This supports the need for further research in the area of physical activity with this population
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Bigras, Jacynthe, Josée Lagacé, Ahmed El Mawazini und Héloïse Lessard-Dostie. „Interventions for School-Aged Children with Auditory Processing Disorder: A Scoping Review“. Healthcare 12, Nr. 12 (07.06.2024): 1161. http://dx.doi.org/10.3390/healthcare12121161.
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(1) Background: Auditory processing (AP) disorder is associated with learning difficulties and poses challenges to school-aged children in their daily activities. This scoping review identifies interventions and provides audiologists with protocol insights and outcome measures. (2) Methods: A systematic search of both peer-reviewed and grey literature (January 2006 to August 2023) covered ten databases. Studies included had the following characteristics: (i) published in French or English; (ii) participants were school-aged, and had a normal audiogram, AP difficulties or disorder, and no cognitive, developmental, congenital or neurological disorder (with the exception of learning, attention, and language disabilities); (iii) were intervention studies or systematic reviews. (3) Results: Forty-two studies were included, and they predominantly featured auditory training (AT), addressing spatial processing, dichotic listening, temporal processing and listening to speech in noise. Some interventions included cognitive or language training, assistive devices or hearing aids. Outcome measures listed included electrophysiological, AP, cognitive and language measures and questionnaires addressed to parents, teachers or the participants. (4) Conclusions: Most interventions focused on bottom-up approaches, particularly AT. A limited number of top-down approaches were observed. The compiled tools underscore the need for research on metric responsiveness and point to the inadequate consideration given to understanding how children perceive change.
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Stamatović, Jelena, und Jasna Maksimović. „Schools in rural areas and inclusive education: Current condition and possibilities“. Socioloski pregled 57, Nr. 2 (2023): 638–64. http://dx.doi.org/10.5937/socpreg57-42786.
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The paper discusses the context of rural schools, and the current state and possibilities for the development of inclusive education in them. The law of the Republic of Serbia stipulates that all children must have access to and complete primary education, which implies, among other things, inclusive education, whereby each school must develop its own construct that matches the social and cultural circumstances in which the school operates, and the different needs of its students. The paper examines the presence of inclusive characteristics of education and the possibilities for improving inclusive education from the standpoint of teachers, on the sample of 160 teachers from 25 rural schools in Zlatibor district. A descriptive method and a survey method were applied. A special questionnaire for teachers, created for the purposes of this research, was used as the instrument. The results show that teachers estimate most of the characteristics of inclusive education as being present in their school, with the exception of inclusive teaching resources and assistive technologies. They see providing professional support and additional training for working with students who need support as the most important opportunity for improving the process of inclusive education.
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Diana, Neneng Tasu’ah, Sony Zulfikasari und Tias Martika. „ECE Teachers’ Roles of Developing Numeracy Literacy in Special Needs Children“. JPUD - Jurnal Pendidikan Usia Dini 17, Nr. 2 (30.11.2023): 267–83. http://dx.doi.org/10.21009/jpud.172.06.
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Special needs ECE children should be prepared with early literacy and numeracy skills to strengthen their competencies during the transitional phase to primary school. To help this transitional phase, teachers can provide a variety of diverse play activities. This study aims to explore and evaluate the pedagogical strategies employed by teachers in reinforcing special needs children's literacy and numeracy, as a support to their transition process from ECE to primary year. The research applied a qualitative method with data collection techniques through interviews, observations, and documentation. The sample selection applied purposive sampling based on the criteria and objectives of this study. The sample consisted of inclusive classroom teachers from ten ECE institutions in five regions of Central Java, including Semarang City, Pekalongan City, Surakarta City, Wonosobo District, and Jepara District. The study concludes that ECE teachers still see several limitations in dealing with special needs children. Therefore, teachers should modify plans and play activities to strengthen literacy and numeracy skills for special needs children to help them embark on primary school. Teachers expect necessary support for their improvement through training and guidance in dealing with special needs children, especially in developing their literacy and numeracy.
Keywords: literacy and numeracy, special needs children, ECE-primary school transition
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Mabrouk, Dalia. „A Call to World Governments: Save Youth Generations from Obsoleted Education Systems!“ Global Journal of Educational Studies 7, Nr. 2 (05.12.2021): 79. http://dx.doi.org/10.5296/gjes.v7i2.19309.
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My research is a result of accumulated provocation of obsolete and paralyzing education that has been frozen since the middle ages. We have to admit that before the pandemic, education was already in crisis. Governments have been ignoring to adopt any comprehensive plan to reform the educational systems till it has been unprecedently disrupted by COVID-19. I try through this paper to make a global call for governments to immediately start cooperating together for setting international qualifications framework that best suit future competencies. This call should be prioritized on the world agenda. It would be more plausible for governments, UNESCO and other education stakeholders to seize the opportunity of the 2020 disruption of life cycle for the maximum benefit of humanity. For this to happen we need exceptional leaders with extraordinary vision to transform education instead of ensuring children can keep learning and that every single child returns to school after the pandemic. Another challenge to be expected is the reduction in education budgets being under pressure as governments shift spending towards the health and economic response to the pandemic. The impact of schools closing on a generation of children will be immense on the long term. We must act now to save the education and life chances of generations of youth. At this time of unprecedented crisis, the world must come together to protect education and put it at the very heart of the global recovery effort. Recovery, not as before but as convenient and sustainable with the perspective requirements. It is time to expose youth to real life experiences; we need our children to learn about finance from characters like Jef Bezos or Bill Gates or Mukesh Ambani; to learn about psychology from John Anderson, Eliot Aronson and Ahmed Ukasha; to know approaches of math and physics as Elon Musk and Steve Wozniak. We shouldn’t settle for less when it comes to building minds and souls of our children. With all due respect to teachers and university professors, they are not the only best option for qualifying and training our youth for tomorrow’s challenges. However, those entrepreneurs are not teachers or willing to be, education specialists and strategists are required to set the vision and the procedures required to pave the way for highly practical competencies framework. Analgesics are no longer feasible.
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Lundqvist, Johanna, und Margareta Sandström. „Barns övergång från förskola till skola“. Educare - vetenskapliga skrifter, Nr. 4 (30.08.2021): 54–80. http://dx.doi.org/10.24834/educare.2021.4.3.
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The aim of this study was to investigate the parents’ perspectives of children’s transitions from preschool to school (preschool class and recreation centre) in two Swedish municipalities. The aim was also to investigate the importance of transition activities from the parents’ perspectives. In this study, a transition is understood as a mesosystem, a discontinuity and a non-linear process. A questionnaire with close-ended questions in paper form was constructed and distributed to the parents with the help of the heads and teachers. 131 parents, whose children had recently moved from preschool to school, received the questionnaire, while 70 parents answered it. The data was statistically analysed. The results showed that i) the parents, with few exceptions, experienced children’s transitions as safe and well-functioning, ii) about half of the parents felt some concern or concern in conjunction with the children’s transitions, iii) the parents of children in need of extra support and/or extra stimulation and challenges felt some concern or were concerned more often and iv), overall, the parents considered transition activities to be important. The study has relevance for staff working in preschools and schools, heads and teachers in training, researchers and others interested in educational transitions and transition activities.
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CHINYAMA, Nyarai, Octavia SIBANDA, Shingirayi CHAMISA und Happy Mathew TIRIVANGASI. „A Peer Related Factors Affecting the Provision of Psychosocial Support to Vulnerable Learners: A Case of Selected Secondary Schools in Amathole District in South Africa“. PRIZREN SOCIAL SCIENCE JOURNAL 5, Nr. 3 (31.12.2021): 54–68. http://dx.doi.org/10.32936/pssj.v5i3.259.
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School-based peer groups have been identified as a popular and effective method of providing health education and psychosocial support in schools. Children in developing countries as well as some of the poorest children in developing countries like South Africa face daily risks related to poverty, street crime and violence, poor health, lack or low-quality housing, inadequate and ineffective schools. These children and their families live in crisis which render them vulnerable. Thus, this study noted that there is an increase in social and emotional challenges and several risk factors for vulnerable learners globally and South Africa is not an exception. The incidence of child vulnerability and psychosocial support services have not been studied thoroughly in South Africa yet it is recognized widely that there is an increase in child stress and depression. Much of the psychosocial support services are provided by children themselves in terms of peer education groups. However, much of the research that is currently available on children relies on the reports of teachers and parents. This study learnt from literature that adults consistently underreport the effectiveness of these peer led groups in schools. Following this, the study took a qualitative approach using multiple case studies of 4 secondary schools with children as part of the participants. Pre-coded research instruments were administered to 4 teacher coordinators, 4 peer leaders, 1 district official and 1 learner support agent supervisor. Documents were also analyzed in the form of minutes of the meetings held, learner support agents report and registers. The study found that shortage of resources such as, counselling rooms, transport, attitudes of teachers and parents towards peer led programs, lack of training and cooperation of parents still hampered the progress of peer led programs. The study therefore concluded that there were still a lot of challenges faced by vulnerable children in schools because they were not accessed by their peers due to lack of resources, training, shortage of time and negative attitudes from adults towards children’s lives attitudes from adults towards children’s lives. The study recommends that peer led groups be part of the large school curriculum with a specific budget to sustain the needs of the peer led groups. The study indicated that there were no networking opportunities amongst peer-led groups due to lack of time, yet this is very important to all successful organizations of a peer group nature. The participants also revealed that peers are better placed if they had counselling rooms, time tabled services, positive attitudes from parents and long-term training on peer counselling.
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Okwei, E. T.-O., A. Forson, E. Proven-Adzri, K. Ahenkora-Duodu, J. Kalognia, S. Abotsi-Masters und F. Andorful. „Promoting radio astronomy in Ghana through school visits and Astronomy Clubs“. Physics Education 57, Nr. 5 (03.08.2022): 055033. http://dx.doi.org/10.1088/1361-6552/ac832b.
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Abstract The Promoting Radio Astronomy in Ghana through School visits and Astronomy Clubs (PRAGSAC) project was an intervention to promote astronomy education in schools in Ghana. It was initiated by a group of enthusiastic students who were trained in radio astronomy and astrophysics under a Royal Society/Newton Fund UK project termed Development in Africa with Radio Astronomy. The team’s aim is to expose school children to astronomy and to increase their interest in the sciences. Approximately 800 school children from seven junior high schools were positively impacted by this project. Astronomy clubs were formed in the selected schools with practical astronomy lessons taught. The kids visited the largest single radio telescope in Africa at Kuntunse in Accra and were amazed about the engineering and the science that it undertakes. For the patrons of the clubs, a teacher training workshop was organised for them, so as to equip them to manage the clubs. The feedback from students and teachers was exceptionally positive, implying that the PRAGSAC project has helped inspire more students to pursue courses and consider careers within the sciences.
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Rambe, Aisyah Putri, Hafifah Batu Bara, Dinil Arifah Nasution, Rhea Aquilla Fawas, Rheina Meisya Siregar und Nurul Azmi Pasaribu. „Metode Bermain Peran dan Alat Permainan Edukatif untuk Meningkatkan Empati Anak Usia Dini“. Mimbar Kampus: Jurnal Pendidikan dan Agama Islam 22, Nr. 2 (07.03.2023): 360–70. http://dx.doi.org/10.47467/mk.v22i2.2913.
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Humans are the most perfect creatures of God's creation among other God's creatures, humans are given eyes, hands, feet, nose, ears and everything is complete including reason and lust without exception Humans are creatures created by God whose aim is to worship him. and become the caliph on earth as a substitute for the previous inhabitants. Empathy is a process of positioning oneself to empathize with others and imagine oneself in their position. One of the triggering factors for the emergence of empathy in children is the teaching method used by their parents and teachers in training and teaching the child. The role playing method is a method that is carried out by demonstrating an activity briefly with the main emphasis on the character / nature of the person. The educational game tool used is a tool for children's play. The indicator of the Game Tool is called educative, if it is able to share certain aspects with children.
Keywords :Empathy, Method of role play , Educational Game Tool
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Samsinar, Samsinar, und Denada Faraswacyen L. Gaol. „INFORMATION AND COMMUNICATION TECHNOLOGY TRAINING IN FULFILLING INCLUSIVE EDUCATION AS THE ACHIEVEMENT OF SUSTAINABLE DEVELOPMENT GOALS (SDGS) POINTS 4“. ICCD 1, Nr. 1 (12.12.2018): 257–64. http://dx.doi.org/10.33068/iccd.vol1.iss1.39.
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The Sustainable Development Goals (SDGs) covers 17 goals with 169 measurable achievements and deadlines determined by the United Nations in 2015 as the world development agenda for the benefits of human beings and the Earth. The joint development ambition is set to be done in 2030. For the community service discussed in this article, the team focuses on the 4th goal, namely quality education. The goal ensures the quality of inclusive and equitable education, and promotes a lifetime learning opportunities for all. The practical objectives of such education include direct goals by children, teachers, parents, and the community. Such education means providing equal and fair opportunities for all disregarding their backgrounds, circumstances, economic abilities, etc., which are considered as obstacles to obtain education. The development of Information Communication Technology (ICT) has touched many fields in everyday life and is no exception for persons with disabilities. For persons with disabilities, ICT devices are widely used to support and ease the process of completing tasks and encourage creativity. The ICT training for educators and caregivers is an educational process aiming to provide sufficient understanding on the use of ICT device systems as supporting systems for completing daily tasks thus increasing productivity.
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Grišinaitė, Rūta. „Profesinis orientavimas sovietmečio Lietuvoje 1958–1984 m.: sisteminis, idėjinis ir praktinis įgyvendinimas“. Lietuvos istorijos metraštis 2019/1 (01.09.2019): 145–76. http://dx.doi.org/10.33918/2019/1/6.
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Vocational guidance in the Soviet system of education was considered a high priority of institutional socialisation. Industrialisation and technical modernisation dictated and regulated changes in perception of labour training and vocational guidance and encouraged to promote economically required and favourable occupations in the public discourse. However, in reality, the attempt of the educational staff to direct pupils to vocational education facilities did not correspond with the expectations of parents and children regarding their future. Moreover, children’s choices for future occupations were far from accompanying socialist slogans. In order to reveal this complex phenomenon, the article analyses the systematic, theoretical, and practical implementations of vocational guidance in the educational environment of Soviet Lithuania. The research revealed that educational framework for vocational guidance in Soviet Lithuania was receptive to the changes introduced by educational reforms throughout the Soviet nion. It reflected the government’s economic, technical, and agricultural modernization as well as the increasing necessity of specialized manpower and blue–collar workers. The 1970s was the turning point for vocational guidance infrastructure in Lithuania – a huge institutional development took place. Moreover, state administration sectors responsible for economic welfare imposed their considerable influence on the educational system. The modernisation of the educational discourse in Soviet Lithuania in the 1960s–1970s changed the perception of vocational training in the educational system. Labour ducation and vocational guidance became the focus of the Soviet educational discourse and offered a child–oriented vocational guidance framework, which was based on the knowledge of the child, motivational, and interest related education. However, this sophisticated approach was used to manipulate children and to ensure adequate supply of professionals for various key industries, alongside with the implementation of ideological tasks. The actual practices of labour education and professional choices among children were influenced by family values, teachers’ approaches, and different socioeconomic conditions that surrounded children in the rural and urban environment. Due to the agricultural structure and collectivization in rural areas, children there were used to physical work. Therefore, their labour education included helping collective farm workers and their own parents during harvest periods. Meanwhile faster modernisation of urban educational spaces and more advanced technical possibilities determined that labour education of children from urban areas was less intense in terms of physical work. The development of the infrastructure of post-school activities in urban areas allowed children to get acquainted with different professions and activities. These circumstances were crucial when making a decision for future professional choices. Children’s future occupational decisions were also influenced by the concept of “prestige profession” (lawyer, doctor, engineer etc.) that circulated among parents and children during our research period. This concept was exceptionally strong among cultural and political elite families; therefore, their children most frequently went for higher education. Meanwhile childhood in rural areas based on physical work, determined the urge to escape these difficult conditions. nsequently, these pupils were considering non–manual occupations. However, their strong urge to help the family sometimes left them in an ambivalent position and their work choices were made in favour of the family. These contradictory practises led to the emergence of “vocational misguidance” when only unapt, ill-behaved or ideologically upstart pupils were guided to vocational training institutions.
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Grushetskaya, Irina N., Olga S. Shcherbinina und Sofya M. Nemchenko. „Motives of gifted high school students for pursuing a teaching degree at university“. Perspectives of Science and Education 68, Nr. 2 (01.05.2024): 339–56. http://dx.doi.org/10.32744/pse.2024.2.21.
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Introduction. The problem of professional choice is one of the most pressing for any high school student. Gifted children are no exception. At the same time, the choice of a professional path is based on very different motives, which affects the success of professional self-determination and further career self-actualization. The choice of teacher’s training by gifted high school students is also made for various reasons. The purpose of the article is to identify the motives of gifted high school students for pursuing a teaching degree at university. Materials and methods. The participants in the study were 97 gifted students (51 students in 2022 and 46 students in 2023) who entered pedagogical courses at Kostroma State University. Methods: “Career Anchors” technique by E. Shein (translation and adaptation by V.A. Chiker, V.E. Vinokurova) “Methodology for diagnosing socio-psychological attitudes of the individual in the motivational-need sphere” by O.F. Potemkina; questionnaire by I.N. Grushetskaya, S.M. Nemchenko. Results. The study data showed that about a third of respondents took into account the opinions of their parents when making professional choices. The participants understand the essence of their profession, and, based on this understanding, they are satisfied with their choice (the percentage of gifted students who regret their choice is 2% in 2022; 4.3% in 2023). More than a half of the freshmen who entered the teacher’s training courses, starting from their first year, think about their professional future and the steps necessary to build a career. The students surveyed strive for independence, the opportunity to work independently and to implement their values and ideals into work to achieve socially important goals; they value a balance between career, family, personal interests and other aspects of life. The study showed that respondents often focus on external motivational factors of their professional choice, despite the “helping nature” of the chosen areas of training. According to the results of our study, the main motives for choosing a profession were an interest in this profession and correspondence of the profession with skills and abilities. Conclusion. The results obtained indicate the need for systematic work with all categories of applicants, especially with gifted high school students, who often make their professional choice spontaneously, not consciously, relying on past achievements in various types of activities, focusing on the opinions of parents and teachers.
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Zavitrenko, Dolores, und Iryna Snisarenko. „ART ACTIVITY AS A MEANS OF CORRECTIVE AND EDUCATIONAL WORK WITH CHILDREN WITH INTELLECTUAL DISABILITIES“. Academic Notes Series Pedagogical Science 1, Nr. 206 (Januar 2022): 126–32. http://dx.doi.org/10.36550/2415-7988-2022-1-206-126-132.
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The urgent need of modern educational system is the formation of educational and correctional space for children with disabilities which will ensure not only getting education but also will allow the formation of a socio-life model of a personality of a child with disabilities in motor and intellectual spheres. It will allow children with special educational needs to realize their natural potential, to integrate into the society, to form a social-household model of behavior. The formation of rehabilitational and correctional developmental space to meet the educational needs of children with psychophysical deviations is necessary at the current stage of education development in Ukraine. Schoolchildren prefer artistic activities as the most interesting among other types of activities (educational, working, gaming). Drawing appears to be the most favourite one. Thanks to accessibility, clarity and specificity of expression drawing is approaching the game. According to Vygotsky L.S., Rubinstein S.L., Leontiev A.N. and other famous psychologists the human psyche is actively changing and rebuilding in the process of activity. Drawing as a form of activity includes many components of mental processes, and in this regard the former must be viewed as an important factor of personality formation. It is not by chance that drawing has been properly estimated in the initial period of educational science that deals with teaching children with disabilities of intellectual development. Drawing has been studied by scholars from different points of view: as a means of pedagogical influence, and as a means of psychological-pedagogical study of a child, and as a means of intellectual disability degree determination. Academician Bekhteriev V.M. wrote about child’s drawing as an objective witness of manifestation and development of child’s psyche. However, in the early stages of the formation of special pedagogy drawing was not considered a means of versatile correction of defects in the development of a child’s intellectual disability. It was mainly considered as a means of charitable influence on the general condition of children with developmental anomalies, and on their emotional and motor sphere in particular. Insufficiently deep study of the structure of artistic activity didn’t allow to see fundamental differencies in drawing by children with mental disabilities and by healthy ones. Psychological and pedagogical study of peculiarities of graphic activity of children with intellectual disabilities contributed greatly to the scientific justification of methodology of teaching drawing in a special school. Teaching children to draw was recognized as an important corrective means. It is also mentioned that art activity is an important factor in a child’s understanding of the world. Such scientists as Grabbrov A.N., Golovina T.N., Dulniev G.M., Zankov L.V., Soloviov I.M., Nudelman M.M., Shyf Zh.I. and others attached exceptionally great importance to drawing classes. Depicting activity requires a child to demonstrate different qualities and skills. In order to draw some object it must be carefully considered: that is to determine its form, structure, characteristic details, colour, position in space. The requirement to convey in the drawing the similiarity with the depicted object forces a pupil to notice in it such properties and features which, as a rule, don’t become the object of attention during passive observation. In the course of purposeful drawing classes pupils start making comparisons better, establish similiarities and differences between objects easier, understand the relation between the whole and its parts more deeply. Drawing contributes to the development of the analytical and synthetic function of thinking. The issue of increasing of effectiveness of teaching and upbringing children with special needs is topical for Ukraine, as well as for other countries as a great number of children have developmental disorders. Inclusion involves the creation of an educational environment which meets the needs and capabilities of each child regardless of the peculiarities of its psychophysical development. The key factor of promoting inclusive education is training teachers of high psychological and pedagogical culture. Art has the potential to improve the training of specialists in the inclusive education environment. The peculiarities of using art to train future professionals are studied in the paper.
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Sakadami-Angelopoulou, Nickoletta, John Tsikoulas, George Abatzides und Konstantinos Bagiatis. „Knowledge of and Attitudes towards Children with Special Needs by Selected Groups“. Perceptual and Motor Skills 79, Nr. 1 (August 1994): 19–23. http://dx.doi.org/10.2466/pms.1994.79.1.19.
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To explore knowledge of and attitudes about children who have special needs, a questionnaire was submitted to 1145 persons (305 lyceum students, 94 teachers of secondary education, 247 medical students, 354 physical education students, and 145 persons having an exceptional child in their families). Questions concerned the knowledge of categories of children with special needs, acceptance of them in regular classrooms, and willingness to work with them. Analysis showed that most people including teachers had limited awareness of exceptional children, their problems, education, and integration. They showed partial acceptance of mainstreaming and desire to work with such children. Careful education for all, especially teachers, seems advisable.
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Bosra, Mustari Bosra, Hanif Cahyo Adi und Greget Annisa Syawaliani. „Teacher’s Communication Model in Learning Islamic Education for Autism Children“. Al-Ta lim Journal 27, Nr. 3 (30.12.2020): 306–17. http://dx.doi.org/10.15548/jt.v27i3.636.
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The communication model in the education process is the main thing—no exception in education for children who experience psychological difficulties such as children. The material, methods, and learning media needed are supported by a useful communication model to help the progress of religious education for autistic children. This study uses teacher communication methods in learning Islamic Religious Education (PAI). Data collection uses interviews with the support of documentation in the form of photos, videos, and event support during field monitoring. Relevant research results in the study show that the communication model applied in the teaching of Islamic religion in special autistic school children, Bina Anggita Yogyakarta, uses two models: 1 (one) Direction and 2 (two) Directions. One-way communication is used for children whose verbal ability has not yet appeared. While 2-Way communication is used for autistic children who are able to communicate verbally. Strategies in learning use the concept of one teacher, one child. While education is done using the ABA and PECS methods. This method is useful in training and training students in expressing their desires. Based on the findings in this study, the communication model applied in special autism children development schools can be used as a learning model in other schools that manage autistic children.
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Murovana, Irina. „REFORMING OF CHILDREN'S CHOREOGRAPHIC EDUCATION IN KIROVOHRAD REGION IN THE 80-s OF THE XX CENTURY“. Aesthetics and Ethics of Pedagogical Action, Nr. 15 (09.03.2017): 97–107. http://dx.doi.org/10.33989/2226-4051.2017.15.175891.
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The author attempts to explore the process of the reforming of children's choreographic education in Kirovohrad region in the 80-s of the twentieth century in this article. Choreographic education in the mentioned period was getting the features of continuous education. Starting from pre-school educational establishments, which had become the basis for harmonious development of a child, choreographic education was directed towards aesthetic upbringing of young people as well as universal values at all stages of learning. Thanks to public support functioning artistic groups worked effectively and new dance groups on the basis of secondary schools, palaces of pioneers and schoolchildren, enterprises, rural, urban and district houses of culture were created. Significant shifts occurred in the system of out-of-school education. Teachers-researchers focused their attention on the developing of new methods of cultural and educational work in out-of-school establishments, the events which were aimed at the improving of physical and psychological health of children, formation of the interest to the training in dance groups were especially important. Creation of creative children's associations, clubs, groups of the choreographic direction on the basis of the Kirovohrad regional Palace of Pioneers and Schoolchildren was not an exception in the system of art and aesthetic education of schoolchildren.The development of choreographic education in Kirovohrad region is demonstrated in the creation of new children's dance groups. The participation of children in the work of choreographic groups was directed at the goals gaining, namely: aesthetic education by means of choreographic art, expanding of the worldview and formation of moral qualities of a personality (collectivism, responsibility, friendship, sociability etc.). Despite the situation in the country, choreographic collectives, groups and ensembles of Kirovohrad region continued to popularize Ukrainian traditions, culture, and history of its people by means of choreographic art, to store and pass on the Ukrainian national heritage to the younger generation. The concept of «mentoring» emerged and consolidated in Kirovohrad region. In the 1980-s experienced managers of the best and most successful choreographic collectives shared their experience with young colleagues, provided consulting, gave creative tips.
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Mollenkopf, Dawn L., Jude Matyo-Cepero, Joan D. Lewis, Bailey A. Irwin und Jennifer Joy. „Testing, Identifying, and Serving Gifted Children With and Without Disabilities: A Multi-State Parental Perspective“. Gifted Child Today 44, Nr. 2 (18.03.2021): 83–92. http://dx.doi.org/10.1177/1076217520986589.
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Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children’s needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades, usually between 5 and 6 years of age. Most parents identified giftedness in their children by age 2. Parents were also the most frequent person to refer their child for testing, although teachers also placed a strong role. Twice-exceptional children did not differ significantly from gifted children on any of these measures. Implication for further study are included.
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Fairbairn, Margaret, und Iain Davidson. „Teachers' Perceptions of the Role and Effectiveness of Occupational Therapists in Schools“. Canadian Journal of Occupational Therapy 60, Nr. 4 (Oktober 1993): 185–91. http://dx.doi.org/10.1177/000841749306000404.
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Teachers' expectations from occupational therapists working with exceptional children in two Ontario public school boards were explored in this study. Information was obtained through a questionnaire distributed to all teachers (N = 143) who had worked with occupational therapists and personal interviews conducted with 10 of these teachers. Findings suggested that all teachers believed that there was an important role for occupational therapists in the school system. They defined this role as offering programming suggestions, consulting with school personnel, providing and adapting equipment, liaising with school, home and community, assessing, and following-up school-aged children. Teachers also suggested that occupational therapists further define their roles and responsibilities in school, for themselves, and for school personnel. Finally, teachers suggested that occupational therapists must continue to support and share their knowledge about children with special needs with teachers by providing more demonstration, and modeling of suggested occupational therapy programmes and by working with exceptional students inside the classroom, rather than outside, whenever possible.
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Huang, Junhao, und Jianhua Cao. „A Study of Pre-Service Preparation of Exceptional Teachers in Elementary Schools from the Perspective of TPACK“. Journal of Social Science Humanities and Literature 7, Nr. 3 (30.06.2024): 116–24. http://dx.doi.org/10.53469/jsshl.2024.07(03).16.
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In the context of educational informatization, what knowledge and ability teachers should have has always been a hot topic in educational research. The proposal of TPACK, which integrates technology, not only conforms to the trend of the times and promotes the integration of curriculum, but also provides a new perspective for teachers’ professional development. The quality of primary school excellent teachers determines the quality of primary education in China, and pre-service training is the most systematic, comprehensive and far-reaching stage in teacher training. Therefore, it is very important to do a good job of pre-service training of primary school excellent teachers. This study mainly analyzes the problems existing in the training concept, curriculum setting and teaching practice of excellent teachers in pre-service primary schools in China, and puts forward the mode construction of cultivating excellent teachers in primary schools from the perspective of TPACK, so as to promote the pre-service training of excellent teachers in primary schools and promote the process of educational informatization in China.
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Whiting, Maureen, und Janelle Young. „Inclusive Education: A Question of Justice“. Australasian Journal of Special Education 20, Nr. 2 (1996): 29–39. http://dx.doi.org/10.1017/s1030011200023708.
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This paper presents the findings of a qualitative study of the integration of an exceptional child with Down syndrome into a regular primary school. In investigating the demands made on the teachers in this situation, the researcher attempted to discover personal, professional development and support needs. The data revealed that there were greatly increased demands placed on the teachers of the exceptional child and their personal and professional needs were significant. The study concluded that it is only with adequate professional, financial and moral support of the entire school community that justice for teachers of exceptional children in integrated classrooms is both done and seen to be done.
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Suhrheinrich, Jessica. „Training Teachers to Use Pivotal Response Training With Children With Autism“. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 34, Nr. 4 (07.06.2011): 339–49. http://dx.doi.org/10.1177/0888406411406553.
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Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching. The findings suggest that attending a group workshop is insufficient training for most teachers to demonstrate mastery of PRT, but a modest amount of time spent in individual coaching with observation and feedback helps the majority of teachers master PRT techniques. Limitations and implications for future research are discussed.
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Patterson, Nancy. „Tech Connect: Technology and the Exceptional Learner“. Voices from the Middle 12, Nr. 4 (01.05.2005): 62–63. http://dx.doi.org/10.58680/vm20054736.
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Even with schools full of computers, teachers don’t necessarily have the training to fully integrate the technology into their classrooms. Patterson explains “Universal Design,” a concept that speaks to individual learning differences and flexible curriculum, and she offers two technology-based activities that give students control and allow them to create.
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Rudiyati, Sari. „SUBSTANSI KOMPONEN KOMPETENSI GURU SEKOLAH INKLUSIF BAGI ANAK BERKELAINAN/BERKEBUTUHAN PENDIDIKAN KHUSUS“. Jurnal Penelitian dan Evaluasi Pendidikan 16, Nr. 2 (14.01.2013): 533–52. http://dx.doi.org/10.21831/pep.v16i2.1130.
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Penelitian ini bertujuan untuk menghasilkan: (1) substansi komponen kompetensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendidikan khusus; dan (2) buku panduan dan instrumen asesmen kom-petensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendi-dikan khusus. Penelitian ini merupakan penelitian pengembangan de-ngan menggunakan prosedur research and development yang dikem-bangkan oleh Borg dan Gall (1983: 771-787).Teknik pengumpulan data penelitian ini adalah: (a) Teknik Delphi, (b) Focus Group Discussion, (c) angket/kuesio-ner, (d) wawancara, (e) portofolio guru, (f) observasi, dan (g) Studi doku-mentasi. Analisis instrumen menggunakan Explanatory Factors Analysis dan Cronbach Alpha serta analisis data mengggunakan teknik deskriptif. Temu-an hasil penelitian menunjukkan bahwa substansi komponen kompetensi guru sekolah inklusif bagi anak berkelainan meliputi kompetensi guru, kompetensi pedagogik, kompetensi sosial dan profesional. Produk peneliti-an yang berupa buku panduan dan instrumen dinilai mudah digunakan untuk melakukan asesmen kompetensi guru sekolah inklusif. Secara umum opini yang diberikan Kepala Sekolah Dasar Inklusif menunjukkan bahwa keberadaan model yang dikembangkan ini, dapat membantu pihak sekolah dalam hal penyediaan instrumen asesmen kompetensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendidikan khusus.Kata kunci: Substansi komponen kompetensi guru, sekolah inklusif, anak berkelainan/berkebutuhan pendidikan khusus______________________________________________________________ SUBSTANTIAL COMPONENTS OF TEACHER’S COMPETENCE OF INCLUSIVE SCHOOL FOR EXEPTIONAL CHILDREN/CHILDREN WITH SPECIAL EDUCATIONAL NEEDSAbstract The purposes of this research were to: (1) formulate substantial com-petence components of teachers of inclusive schools for exceptional child-ren/children with special educational needs; and (2) develop a guide book and some competence assessment instruments of teachers of inclusive schools for exceptional children/children with special educational needs. The research was a developmental research study which used research and development procedures developed by Borg and Gall (1983: 771-787).The data gathering technique in this research included: (a) the Delphi techni-que, (b) focus group discussion, (c) questionnaire, (d) interview, (e) teach-ers’ portfolios (f) observation, and (g) document study. The instrument analyses applied The Exploratory Factor Analyses and Cronbach Alpha, while the data analyses used a descriptive technique. The result of the re-search showed that the substantial components of teachers competence for inclusive schools for exceptional children/children with special educational needs included: teachers’ competence, pedagogic competence, social com-petence, and professional competence. The research product in a form of a guiding book and instruments was seen as easy to use for assessing the competence of inclusive school teachers. Generally, the principals of the inclusive schools stated that the existence of the developed model would be able to assist the school in providing assess-ment instrument for assessing the competence of teachers of inclusive schools for exceptional children/children with special educational needs.Keywords: Substantial competence components, inclusive schools, exceptional children/children with educational needs
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Stewart, Lisa M., Julie M. Rosenzweig, Anna M. Malsch Tamarkin, Eileen M. Brennan und Jessica Lukefahr. „Expanding Workplace Inclusion of Employees Who Are Parents of Children with Disabilities through Diversity Training“. Healthcare 10, Nr. 12 (24.11.2022): 2361. http://dx.doi.org/10.3390/healthcare10122361.
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Employed parents raising children with disabilities manage exceptional care responsibilities along with their work careers. This study examines the effects of targeted diversity training on human resource (HR) professionals’ knowledge of the work–family experiences of these parents, and on their self-efficacy in providing workplace supports. Using computer-based training in field settings, 64 U.S. human resource professionals in an international company participated in two diversity training sessions. Data related to knowledge and efficacy of dependent and disability care were collected before the first training and immediately after the second. HR participants demonstrated significant increases from pretest to posttest on the trained items: knowledge of dependent and disability care and self-efficacy regarding provision of workplace supports. There was no change in relevant but untrained variables over time. Training HR professionals on parents’ exceptional care responsibilities, specific community resources, and heightened self-efficacy promoted their likelihood to grant flexible work arrangements. Results suggest HR self-efficacy is developmental, building on prior knowledge of dependent care and tenure in HR positions. This is one of the first studies that address the effects of HR diversity training regarding employees providing exceptional care. Theoretical developments and implications for inclusive practices are discussed.