Differentiated Teaching Strategies with Children with Learning Difficulties

Author(s): Shemsi Morina / Language(s): English Issue: 3/2019

Teaching process every day and more is changing with a strong evolution, where the use of methods, forms and multiple techniques are transforming teaching in a complex and difficult process on the other hand the teaching process is faced today with a large number of exception and contradiction as:Teachers often give students the task of exercises, for solution of which required knowledge of many subjects, despite the knowledge provided by the teacher were only on their case, so in this respect should be paid special attention to all stages through which ensure quality teaching and successful learning.Teachers should be familiar with: difficulties, styles, interests, needs, trends and psychological abilities of each student in order to ensure their walk confidently ahead.On the other hand they often have to break and be dedicated to a group of advanced students who have interests much broader than the rest of the class, in this regard have the skills, but the rest of the children have difficulties therefore require constant supervision and help of teachers.These are some of the reasons that make teaching as a difficult and complex process. The teaching process as the learning had their history of development. Therefore they passed through the different stages being perfectly constantly.From the very cognitive of these issues, it was concluded that both these processes are correlated with each other, which makes it even more complicated ( Raçi, A. Gashi, Sh. 2001: 3). Precisely for these reasons, studies and research on teaching and learning have been and are many today. These studies, as well as the interest accrued so teachers, psychologists, and experts in other fields, coupled with the fact that teaching and learning are continuous processes, such as understanding about them cannot ever finish ( QTKA, 2005: 13 ).

The role of social pedagogues at primary schools

Author(s): Jakub Hladík / Language(s): English Issue: 1/2020

n the previous text, Tomáš Machalík outlines the problems that are linked with the position of social pedagogue as a full-fledged pedagogical employee at Czech schools (mostly we are speaking about primary schools). It is interesting that noone doubts that we need a professional who follows up on students’ risky behaviour, communicates with parents and other stakeholders, and supports students in unfavourable situations, i.e. takes care of their social dimension at school. I have never heardfrom teachers, headmasters, ministerial officers, regional school prevention coordinators, etc. that schools don’t need somebody like this. It is therefore surprising that the social pedagogue has not been included in the Act on Pedagogical Staff so far. Despite this, some schools are looking for a way of obtaining a social pedagogue. The Association of Social Pedagogue Educators published in February 2020 a document (available from www.asocped.cz) in which they try tomake it easier, especially for headmasters, to get a general idea about the role of social pedagogues at primary schools. This rolewas discussed with social pedagogues working at schools (despite legislative and financial obstacles) and should reflect concrete activities as faithfully as possible. This role is being published in this issue, to be of use not just for headmasters but for students and graduates of social pedagogy study programmes.

Rezultati samoprocjene glasa nastavnika učenika bez teškoća i nastavnika učenika s posebnim obrazovnim potrebama u osnovnim školama

Author(s): Zdravko Kolundžić,Katarina Pavičić Dokoza,Martina Ćužić / Language(s): Croatian Issue: 1/2020

Voice skills are extremely important for people who use their voice as a means of everyday work, especially for teachers who stand out as a subgroup of voice professionals who are exposed to many risk factors for voice disorders. Little is known about the extent to which the specificities of the students, in terms of the additional demands that their teaching puts on the teacher, can negatively affect the voice abilities of the teacher. Here we mainly consider the difference in the the manner of vocal performance of teachers working in mainstream schools as compared to vocal performances of those working in schools for special educational needs. In this study, two groups were examined: teachers working in a regular primary school (N = 40) and teachers conducting a regular program in special conditions with students who have communication, language, speech and/or hearing impairment (N = 30). The aim was to examine self-assessment of voice difficulties between two groups of teachers on VHI (Voice Handicap Index) and to identify the possible predictivity of chronological age, years of working experience, gender and positive medical history on voice disorders on the results of self-assessment. Results show that statistically significant differences between two groups of teachers exist on the VHI subscale emotionally in terms of poor results of teachers of students without difficulties, whereas on the other two subscales and the overall result there are no significant differences. Regression analysis confirms the predictivity of positive medical history on VHI results. Results of this research confirm less occurrence of voice disorder within the group of teachers who work with students with specific educational disorders. Less prevalence and incidence of voice disorders is probably a consequence of a better knowledge of voice production and hygiene, a smaller number of students and the use of electroacoustical equipment during the teaching process. However, given the small sample of respondents and only the results of the research participants' self assessment, future research should include a larger sample and objective variables in order to verify the results of this research and its implications.

Supporting of Children with Special Needs in Inclusive Environment by the Teachers Collaboration

Author(s): Tetiana Skrypnyk,Olena Martynchuk,Olha Klopota,Vytautas Gudonis,Nataliia Voronska / Language(s): English Issue: 2/2020

This article reveals the features of effective teamwork (teachers, specialists, parents)in management, training in working with children with special needs, in a general education school. To achieve positive results when working with children with special needs in mainstream schools, educators must have sufficient teamwork skills. The results of the study confirmed the effectiveness of the developed pedagogical, and psychological program for the optimization of command control and interaction.

Challenges for Primary School Teachers in Ensuring Inclusive Education for Children with Autism Spectrum Disorders

Author(s): Rita Raudeliūnaitė,Eglė Steponėnienė / Language(s): English Issue: 2/2020

The article presents the results of a qualitative study revealing the challenges facedby primary school teachers in ensuring inclusive education for children with autism spectrumdisorders (hereinafter ASD) in mainstream classrooms. Teachers face the following challenges: problem behaviour of children with ASD, difficulty in engaging children with ASD in theclassroom community and common activities, difficulties in collaborating with other teachers,education support professionals, and parents.

Approaches to Inclusive Pedagogy: A Systematic Literature Review

Author(s): Anabel Moriña / Language(s): English Issue: 4/2020

The paper presents a systematic review of inclusive pedagogy; it differences between inclusive education, inclusive practice, and inclusive pedagogy; the pedagogic approach adopted integrates four elements: beliefs, knowledge, design and actions; further research is needed to determine what teachers do, how, and why they do it.

„Paranoja ciążowa”. O edukacji seksualnej

Author(s): Finka Heynemann / Language(s): Polish Issue: 792/2021

Nie planowałam rewolucji

Author(s): Anna Mateja / Language(s): Polish Issue: 792/2021

IMPACT ÉMOTIONNEL DE LA PANDÉMIE SUR LES ENFANTS ATTEINTS DE TSA

Author(s): Abdelkader Behtane / Language(s): French Issue: 1/2021

The diagnosis of autism spectrum disorder (ASD) includes hypersensitivity and dysfunction of sociability, communication and emotional interaction. Children with this disorder find it difficult to deal with their emotions, whether they are positive or negative. The Covid-19 pandemic has had many consequences, especially in the psychological care of children with ASD and their families. In this context, the emotional impact was very important for these children requiring daily monitoring. Indeed, the loss of reference points following the closure of the centers and schools welcoming these children has impacted the emotions of the children and their parents. Several questions arose: how to occupy children with ASD during confinement? How to ensure continuity of care and support? Does confinement have an impact on changing their emotions? The results show that there are significant differences (p <0.05) between the CARS scores in the cases studied before and during confinement. We think it is useful to make a visual schedule, to create games around the interests of the child and to respect the rhythm of the child. Also, professionals had to review their care by setting up remote consultations in order to stay in touch with families who felt deprived and to respond to emotional dysfunction or negative emotions in their children.

THE POTENTIAL OF USING IMITATION AS LEARNING IN ENHANCING THE SOCIAL BEHAVIOR OF CHILDREN WITH ASD

Author(s): Oprea Valentin Bușu,Andreea-Denisa Bușu,Mădălina CUC / Language(s): English Issue: -/2020

primary method of learning trough which children acquire new skills. A serious amount of evidence has been brought up in recent years suggesting that ‘being imitated’ presents social valences and that the imitation of children could be used as a tool of stimulating social engagement in children with Autism Spectrum Disorder. The importance of teaching imitation to children with disabilities has been recognized as early as the 1960s. This article is a literature review exploring the contemporary approaches towards the behavioral consequences of imitation as learning in ASD. The ‘being imitated’ method promotes progress in terms of social gazes, play skills and proximal social behaviors. This applies more especially to children with lower developmental level but also when the child’s mother adopts the strategy.

Inclusive education and stereotypes among teachers from mainstream schools

Author(s): Irina-Cristina Pachița,Alois Gherguț / Language(s): English Issue: 1/2021

Despite the constant efforts to implement an inclusive education system at the level ofeducational policies and practices, there are nevertheless a number of factors influencingthe effectiveness of inclusive education. Teachers, as key actors of education through thelens of their work, are a determining factor in the success of the implementation of inclusiveeducation and the quality of education. The way they relate to students with disabilities hasa significant impact on the quality of inclusive education. Beliefs about the importance ofinclusion, expectations of inclusive education outcomes and inclusive classroom practiceshave a higher level of occurrence for teachers with fewer stereotypes. Questioning 90teachers, it has also been shown that the level of stereotypes is lower for teachers who haveexperience working with children with disabilities. These results demonstrate that theefficiency and quality of an inclusive approach depend on these psychological constructs ofteachers and a good inclusive education starts from the beliefs of each teacher. Also, thoseteachers who have experience working with students with disabilities tend to have a lowlevel of stereotyping, compared to teachers who do not have this type of experience, socoming into contact and the experience, predominantly positive, with students withdisabilities leads to knowledge of the specifics of this area, finding resources in diversity and,ultimately, lowering the level of stereotypes that can lead to exclusion and segregation.

Aktywizujące metody i formy pracy z uczniem ze specjalnymi potrzebami edukacyjnymi

Author(s): Agnieszka Hłobił / Language(s): Polish Issue: 4/2021

The article is devoted to the issues of meeting the special needs of students. It focuses on the description of individualized teaching procedures conducive to satisfying the needs and capabilities of students defined as "students with special educational needs". Particular attention was paid to the analysis of activating methods and organizational forms of education, the use of which enables teachers to individualize work with students with special educational needs. The teaching conditions identified in the article became the basis of empirical research. The results obtained from the research conducted among teachers allow us to conclude that most of them undertake many didactic and methodological initiatives in their didactic work, thanks to which students with special educational needs overcome their difficulties both in the cognitive and social sphere, related to functioning in the classroom environment and the school community.

SHADOW TEACHERS OPINIONS ABOUT THEIR JOB RESPONSIBILITIES

Author(s): Anja Gajić,Bojana Arsić,Kristina Ivanović,Sara Vidojković,Aleksandra Bašić,Dragana Maćešić-Petrović / Language(s): English Issue: 2/2021

Parents of children with disabilities are eligible to apply for additional services to aid their child in the education process. Parents frequently use the service of shadow teachers, but they often end up unsatisfied with the service and change shadow teachers repeatedly. The aim of this research is to a) examine shadow teachers' beliefs about their obligations; b) determine what are their obligations; c) determine what they believe is their level of proficiency in different areas of shadow teaching position and d) determine the discrepancy between what shadow teachers believe their job should be and what job obligations they were expected to do while shadowing a child. The instrument used was the survey distributed by Manansala & Dizon (2008), it was translated into Serbian language and modified. The sample consisted of 36 students of Faculty for Special education who currently work or have worked in the past as a shadow teacher.Since the sample consisted of shadow teachers who are also students of special education, it is expected that most of the sample believe that they are very proficient in all job areas. There was a huge discrepancy between what they believe is their job obligation and what their job responsibilities are in all five areas. Future research implications and study limitations were discussed.

Inclusive Finnish vocational education and training

Author(s): Anu Raudasoja,Sanna Ryökkyne / Language(s): English Issue: 1/2022

Finnish vocational education and training (VET) is knowledge-based, customer- and work life-oriented (Ministry of Education and Culture, 2019). Its purpose is to provide all applicants in need of vocational training with an individual educational pathway. All students regardless of age, gender, religion, nationality, state of health or disability are welcome to Finnish VET. Therefore, the backgrounds of the students are very different, as some students come to study their first profession and others are career-changers or lifelong learners. The training is organized in an inclusive manner so that all students are equal members of the studying community, and their individual needs are considered when planning their individual study path.

Hudebním vzděláním k sociální změně

Author(s): Andrea Barickmanová / Language(s): Czech Issue: 1/2022

Využívat výuku hudby k posilování sociální inkluze je praxe, která se dnes dostává stále více do popředí zájmu nejen v zaměření kurikula progresivních hudebních škol, ale také jako strategie v boji proti sociálnímu vyloučení na úrovni měst. U nás je však tato praxe prozatím stále ještě v plenkách. V podstatě prvním projektem, který vzešel z iniciativy města programově využívat hudbu tímto způsobem, je projekt OnStage – Music Schools for Social Change operačního programu URBACT III1. Do projektu se zapojilo město Brno spolu s dalšími šesti evropskými městy: Aarhus (Dk), Adelfia (IT), Grigny (FR), Katowice (PL), L’Hospitalet de Llobregat (ESP) a Valongo (PT). Vznikla mezinárodní síť spolupráce měst s cílem získávat a předávat si zkušenosti se zaváděním hudebních výukových programů pro sociální změnu.

Ukrajina, téma pro sociální pedagogiku

Author(s): Lenka Gulová,Zdenka Vágnerová / Language(s): Czech Issue: 1/2022

Rozvoj ukrajinského školství je výzvou pro akademiky z Katedry sociální pedagogiky Pedagogické fakulty už od roku 2011, kdy byli poprvé přizváni do projektů Asociace pro mezinárodní otázky jako experti na oblast multikulturní výchovy, dramatické výchovy a inkluze ve školství. Ostatně poslední z těchto projektů, jehož cílem byla podpora inkluzivních procesů na jihu Ukrajiny s partnery vzdělávacích institucí v Oděse, Mykolajevě a Chersonu bude končit v prosinci 2022. Projekt byl partnerskými organizacemi velmi ceněný a vítaný. Ještě v prvních dnech aktuálně běžící války na Ukrajině se pedagogičtí a psychologičtí pracovníci hlásili o účast v online vzdělávacích programech ve snaze přimknout se k demokratickým principům, které představuje inkluze ve škole, ale současně i ve společnosti.

ULOGA STRUČNIH SURADNIKA U PLANIRANJU I REALIZIRANJU PROGRAMA ZA DJECU SA SMETNJAMA SPEKTRA AUTIZMA U CRNOJ GORI

Author(s): Tamara Milić / Language(s): Croatian Issue: 26/2021

In this paper, we imply the role and influence of expert associates on the development and application of educational programs for children with autism spectrum disorders. The research sought to determine the extent to which professionals know the characteristics of autism, use appropriate methods of work and on this basis propose developmental and program goals, measures and areas for work and monitoring the achievements of a child with autism. We used the focus group method as a semi-structured instrument conducted by regions. There were a total of 43 respondents: special educators and rehabilitators, psychologists and pedagogues. The paper deals with the fact that school associates work on approaches based on visualization, organization, design, focus, purposefulness, and functionality are applied to children with autism. The basis of the work is the Individual Developmental-Educational Program (IDEP), which sets educational and developmental goals for each child. We found that in Montenegro the level of knowledge among professionals varies in relation to the methods of working with a child with autism spectrum disorders. Speech therapists are somewhat more able to recognize the needs and organize an appropriate approach, special educators are in transition from the paradigm of special to inclusive education, psychologists, pedagogues are not familiar with the characteristics and procedures of working with children with autism spectrum disorders. They identify important development and program goals insufficiently, the focus is on the role of speech therapists and less attention is given to resource experts. Based on the findings it is recommended that a general framework for autism be developed. Conceptual solutions are oriented towards early learning, primary education and vocational training. Individual program focuses on developmental areas: communication, interaction, behavior, and independence. Then, evaluation indicators should monitor whether the child is being worked with on the basis of adjustments, visual instructions, structure and positive approach, level of communication development...

THE MENTAL HEALTH OF PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES IN CENTRAL SERBIA AND KOSOVO AND METOHIJA

Author(s): Senka Kostić,Nataša Nikolić,Jelena S. Petrović,Katarina Denić / Language(s): English Issue: 03/2022

Parenting brings many challenges, especially if there is a child with developmental disabilities in the family. With this in mind, we designed a study aimed at examining the differences in the levels of depression, anxiety, and stress among parents of children with and without developmental disabilities who live in Kosovo and Metohija and central Serbia. The study involved 215 families, 108 families from Kosovo and Metohija (53 families are families with children with disabilities, while 55 families have children without developmental disabilities) and 107 families (51 families are families with children with some form of developmental disability, while 56 families have children without developmental disabilities) from central Serbia. Both parents completed the DASS-21 scale. For data analysis we used the Paired Samples t-Test and two-factor multivariate analysis of variance. The results indicate that mothers generally show higher levels of depression, anxiety and stress than fathers. In addition, the results show that parents of children with disabilities living in central Serbia show higher levels of depression, anxiety and stress than parents of children with disabilities in Kosovo and Metohija. Regarding the differences between parents with/without a child with developmental disabilities, the results indicate that fathers of children with developmental disabilities who live in the area of Kosovo and Metohija show lower levels of depression and anxiety compared to fathers of children with developmental disabilities who live in central Serbia; while fathers of children who do not have developmental disabilities show the same level of depression and anxiety, regardless of their place of residence. The results also show that fathers living in central Serbia are generally more stressed than fathers living in Kosovo and Metohija. On the other hand, mothers of children with developmental disabilities who live in the area of Kosovo and Metohija show a lower level of depression and stress compared to mothers of children with developmental disabilities who live in central Serbia; while mothers of children who do not have developmental disabilities show the same level of depression and stress regardless of their place of residence. In addition, mothers living in central Serbia show a higher level of anxiety compared to mothers living in the area of Kosovo and Metohija. The obtained findings only partly confirm the set hypothesis.

LEARNING DOLLAR UP TECHNIQUE BY A PARTICIPANT WITH DOWN SYNDROME

Author(s): Bojana Arsić,Anja Gajić,Aleksandra Bašić,Dragana Macešić-Petrović / Language(s): English Issue: 2/2022

It is stated that people with intellectual disabilities (ID) have self-regulation difficulties when being compared to typically developing people. Process of planning self-regulated strategies for people with ID involves defining the goal, choosing the right strategy that would allow the person to achieve the predetermined goal, goal realization process and evaluating the outcomes. Therefore, the aim of this study was to examine the effectiveness of implementing self-regulated strategies into achieving the goal of dollar up technique usage for independent shopping for a 28 year old participant with Down syndrome and moderate ID. We defined the goal as recognition and use of 100 dinars bills. The set goal had four phases and for each phase the baseline probes were conducted, as well as materials for independent use by the participant were made. The results indicate that the participant mastered the first phase with 40% success, second one with 100% success, third one with 90% success and the fourth and final stage with 100% success. Even though the participant did not master the first phase in the required percentage, this did not disrupt the mastering of the final goal. This study extends the research regarding dollar up strategy implementation, by providing evidence that people with ID can benefit from self-regulation procedures and proves that they are able to learn them on their own when given the right materials, therefore obtain better community skills and obtain full participation in the society they live in. Study limitations and possible procedure modifications were discussed.

ЗЛОСТАВЉАЊЕ И ЗАНЕМАРИВАЊЕ ДЕЦЕ СА СМЕТЊАМА У РАЗВОЈУ НА ПОДРУЧЈУ ГРАДА ЗРЕЊАНИНА

Author(s): Saša Lj. Stepanović,Violeta D. Nenadić / Language(s): Serbian Issue: 184/2022

The subject of this empirical research is to see the extent to which violence against children with disabilities is present in our society, in which families with children with disabilities abuse and / or neglect occurs, specifically in the city of Zrenjanin. The aim of the research was to determine whether and to what extent there are certain (and which) forms of abuse and / or neglect of children and youth with disabilities and which are the dominant factors for the development and maintenance of this situation, as well as to determine whether the degree of abuse and / or neglect of children and youth with disabilities in the city of Zrenjanin depends on certain socio-demographic factors of the family. The task, more precisely, was to determine the family context in which the abuse and / or neglect of children with disabilities occurs. Through a questionaire with closed-ended questions 80 respondents, primary and secondary school students of “9. May” in Zrenjanin were interviewed. Students aged 10–21 were selected as the target group. It was determined that there is a factor that contributes to the vulnerability and marginalization of this group of children and youth in relation to children and youth of normal development. The analysis of the results showed that, out of the total number of respondents, 25% of them estimated that their living conditions were poor, while (on the total sample) 16.2% of them answered that (sometimes) they did not have enough food. Ten percent of them estimated that there are no satisfactory hygienic conditions (bathroom and hot water). By analyzing the answers to a certain group of questions, significant data were obtained that support the research questions that children with disabilities, who come from socially deprived families with many members and live in suburbs are more exposed to the possibility of suffering, abuse and / or neglect.