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This article addresses the problem of kindergarten family partnership in the education of children with emotional deficiencies. Only in close collaboration with the family can the tasks of educating children with emotional deficiencies be successfully resolved.
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The currently skyrocketing digitalization disruption in the wake of COVID-19 holds the potential to revolutionize higher education. Digitalized education and conglomerates in the educational sector may lead to universities becoming truly global temples of information exchange. The lockdowns have also steered a wave of emotional outcry for social justice and participatory decision making. Future universities may thus also focus on embracing collective decision making and participatory leadership through the students. The future Didemoversity will thus likely feature elements of digitalization globalization and hallmarks of democracy such as participation in flat hierarchies to pursue a higher goal of universities to become social transformers and great equalizers.
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Around this theme, regarding the “social communication of the street children” some prejudices have been created and a confusedly natured opinion war is going on, as well as the subject itself asks for a special analysis effort that has to be made with lucidity and profoundness, because it’s about a problem of distinct complexity. The Romanian society has been marked by the apparition of this “children of the street” phenomenon after 1990. The “children of the street”, as a nationally extended social phenomenon, is tied directly with the poverty rate in the different parts of the country. The main area where these children come from is Moldova (a third of the total number). The territorial indicator of poverty shows a concentration of poverty in the north-eastern part of the country (in Moldova). The poverty rate for this region is 40.61%, the highest in the country. The Romanian society has been marked by the sudden apparition of this phenomenon in the 1990 and by a raise in the number of children of the street. In 1990 there were 3500 children of the street registered, in 1995 there were 6000 and, in the present, there are over 8500 children at a national level. The children of the street represent the children category that live on the streets – a social phenomenon encountered widely everywhere in the world, but accentuated in the industrialized societies.
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This article describes some modern information technologies used in training by both university professors and teachers in secondary education. The accent is upon the modern instrument appeared in our country in recent years – the interactive whiteboard.
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Our country is facing serious problems related to school dropout and social exclusion, especially in rural areas. In some Romanian counties, these aspects have reached a worrying level, being necessary to take urgent measures, carry out useful activities and develop an action plan for social and educational integration. Vaslui is a disadvantaged county mainly in rural areas, where school dropout, difficulty in accessing education and social exclusion are alarming, being a case of extreme poverty, in last place in the European Union. What are the determining causes of this reality and the risk situations faced by people in this county? are essential questions of this research. Poverty, lack of jobs and ensuring a decent family living determine massive departures to work abroad, which negatively influences the education of children, who do not attend mandatory courses to complete eight grades. Due to real causes, these children are guided towards other existential priorities that contribute to dropping out of school for household activities, marriage at the age of 13-14, going abroad to their parents, etc. This ascertaining research was carried out over 6 months and used documentation, survey (conversation), statistical and mathematical and graphical methods. The research included a significant number of middle-school students (grades 5-8) from urban and rural areas in Vaslui County. The research highlights the reality of school dropout in a poor area of our country, delimiting its causes and risk situations in order to find out viable solutions to reduce in the future this extremely important social phenomenon."
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The drama of school has been exploited by many literatures. Inparticular, the contemporary British writer Joanne Harris embeds thecharacters of teachers and students in her novels «Gentlemen and Players», «Different Class». In both texts events center around St. Oswald’s GrammarSchool for Boys. Schools are places where teachers and students interactand where student identity is being formed. In the family circle a person isimmediately exposed to parents’ influence. The quality of interactiondepends on acts, relationship and emotions which are significant pillars forforming healthy identities. However, the analysis of the texts reveals thatnot only school but also family contributes to marginalization of studentswhose identities consequently become deformed. The paper aims toexamine the role of institutions in marginalizing student identity and todetermine the way marginalization occurs. St. Oswald’s turns out to betoxic environment as well as the families of David Spikely and Julia Snyde,who are students of the mentioned educational establishment. In terms ofcancel culture these characters can also be considered cancelled. Marginalization within institutional processes leads to the situation whenpersons’ psychological motivations are disordered and their emotionalstability is questioned. The exploration of the characters shows howtraumatic experiences acquired in the family and within the school wallscause the lack of inner coherence which inevitably has abhorrentramifications.
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The article reflects the views of several authors on the difficulties of learning elementary mathematics. The main difficulties in pre-school children with dyscalculia are characterised. Some examples used in the psycho-pedagogical support of early-age children with mathematical learning difficulties are also presented
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The article focuses on the ways in which the early education institution and the families with children having educational disabilities can collaborate. The specific psychological climate of the family is highlighted, this climate having a decisive impact on the child's emotional state, that influences his future attitude towards other people, towards himself. The difficulties faced by parents in the education of children with emotional deficiencies and the valuable indications that these families must follow are described
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This article analyzes the components of a teacher's readiness to work with persons with special educational needs in an inclusive environment. The peculiarities of the training of pedagogical specialties specialists to work in the conditions of inclusion and the problems that arise during this are analyzed. Based on the analysis of scientific sources revealed that the most common shortcomings in the process of implementation of inclusive learning, scientists include the lack of training for professional activity in an inclusive educational environment, the lack of highly qualified specialists who are able to provide training in inclusive, as well as psychology to work with children with special needs
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The article examines the essence and structure of the inclusive competence of teachers. A meaningful analysis of retraining curricula of a new generation, a strategy for the formation of inclusive competence of students in the system of additional education for adults is presented
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The article highlights the features of accompanying teachers in Preschool institution that implements inclusive education. The features of the professional competence of teachers are outlined. The research was conducted by questioning. Its results are described
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The article presents the concept of the development of universal pedagogical competencies as a condition for formation of transversal competencies of a school graduate. The content of universal pedagogical competencies is considered in the context of inclusive education. The universal pedagogical competencies of inclusive education are represented by general methodological, communicative, and informational professional skills
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Computer technologies are of particular importance for children with disabilities.By using information and computer technologies, these children are able to not only communicate and move around, but also to go into a full education. Access for all students to appropriate educational programs, media, and materials is achieved through the diversification of teaching practices and the use of Information Technologies and Communications (ICT).This paper will review the use of ICTs in education for students with special educational needs in an inclusive education setting, with the aim to explore the different possible uses of ICTs in inclusive education. This paper will review the use of ICTs in education for students with special educational needs in an inclusive education setting, with the aim to explore the different possible uses of ICTs in inclusive education.
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This article reflects the development of English communication competences at the students with special needs. The aim of this research is to prove theoretically that a progress in this way is rather possible. The conclusion underlines that the communicative interaction with classmates using English is effective and it can be achieved
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The article proposes a study on the intercultural education of children in the non-formal institutional framework, consisting of two distinct components, theoretical and practical. The analysis of the specialized literature and of the international documents, relevant to the investigated subject, is followed by the presentation of some educational approaches, good practices, taken from the activity of the Republican Center for Children and Youth ARTICO from Chisinau. The authors research the educational value of different types of activities and projects, pointing out the details of the process, but also noting the impact on key beneficiaries, children and young people involved
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Developing students' skills is an important goal of the school. It requires dialogue and participation in collective discussions, actions of great formative value. If the teacher wants to develop students' communication skills, he must involve them in the activity as active partners, to determine them to express their opinions, to appreciate their contributions to solving some of the problems discussed. The article describes the techniques for developing the spoken language in Romanian of foreign language students
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In recent decades, inclusive education has become a functional principle at the level of school policies and educational practices. This appeared as a natural reaction of the society to its obligation to ensure the necessary framework and the conditions imposed by the specifics of the education of persons with special educational needs. The step that can be a model of good practice applied in other schools is the itinerant teacher who exploits the advantage that students with disabilities can learn with other children, using as many modern methods in interactive lessons
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The issue of education of children with special educational needs (SEN) is of interest not only to specialists, researchers, and representatives of special education, but also in the context of educational and social policies promoted equally for those in general education. The increasingly insistent global promotion of inclusive education requires the "resettlement" of education systems on new principles, which should ensure the schooling of all children in common learning environments and maximize their potential. In this way, the need to adapt educational technologies (methods, procedures, forms, means, techniques, etc.) to the principles of education for all / inclusive education becomes inherent
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The article considers the educational environment as a condition of personality-oriented development of the child, the main problems of modernization of primary education, the proposed conditions for the effective implementation of developmental and personality – oriented paradigm of primary education, grounded key competencies, which will enable teachers not only to equip children with some knowledge, but also to foster a desire to learn. In conclusion, the author comes to the conclusion that the personal approach, focused on development, makes it possible to comprehend and evaluate the importance of natural maturation of the child and develop it in the best way when he is really passionate about the learning process
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