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Family is the least part of our society. At the same time it is the subject of the society, responsible for the prolongation of human genus and upbringing of children. Family has the right to property, organic relations with an ethnic group, nation, state. It is social reality which is supported and controlled by the state, without breaking the rights of parents and family. The quality of life is purely individual evaluation of your destination in life, evaluation of culture and the system of values, in which an individual person is living, connected with his aims, attitude, hopes, standards and interests. It is a wide conception, combining an individual’s physical health and psychological state, degree of independence, social relations and relations with environment. The quality of life includes different and various spheres: the criteria of physical state and functional possibilities, psychological state and wealth, social relations and economic state. The principle of the quality of life of the disabled is supported by the idea that we cannot separate the quality of life of the disabled from the conception of life of the other members of the society. Social politics must evaluate the disabled as common citizens. Observing the principle of standardization, families, which are growing the disabled children, must understand that the level of the quality of their lives must not greatly differ from those who have not got indisposition. In this work of magister the object of... [to full text]

Darbe sprendžiami neįgalių vaikų integracijos ikimokyklinėje įstaigoje klausimai, nes gausi informacija apie neįgalių vaikų integraciją, adaptaciją visuomenėje keičia žmonių požiūrį į neįgaliųjų integracijos galimybes bendrojo tipo ugdymo įstaigose. Anksti pradėtas ugdymas ir kvalifikuotų specialistų darbas su neįgaliais vaikais garantuoja geresnius socialinės integracijos rezultatus ir didesnį savarankiškumą ateityje. Mokslinė bei metodinė literatūra neįgaliųjų vaikų ikimokyklinio ugdymo tema patvirtina, jog neįgaliųjų vaikų integracija reikalauja kompleksinių sprendimo būdų. Neįgalių vaikų ugdymui ikimokyklinėse įstaigose yra sudarytos tik minimalios galimybės, nes trūksta specialist���, žinių ir įgūdžių pedagogams, informacijos tėvams, lėšų. Atsižvelgiant į tyrimo metu gautus rezultatus, darbe parengtas ikimokyklinės įstaigos pasirengimo neįgalių vaikų integracijai modelis. Tyrimo problema – neįgalių vaikų integracija ikimokyklinio ugdymo įstaigose beveik nevyksta. Tyrimo objektas – neįgalių vaikų integracija ikimokyklinėje įstaigoje. Tyrimo tikslas – pateikti ikimokyklinės įstaigos pasirengimo neįgalių vaikų integracijai modelį. Siekiant šio tikslo, numatyti uždaviniai: aptarti neįgaliųjų situaciją Lietuvoje, neįgalaus vaiko vietą bei ugdymą visuomenėje ir šeimoje, atskleisti tėvų ir pedagogų požiūrį į neįgalių vaikų integracijos galimybes ikimokyklinėje įstaigoje, išskirti pagrindinius veiksnius, galinčius įtakoti neįgalių vaikų integraciją ikimokyklinėje įstaigoje... [toliau žr. visą tekstą] / The problems of disabled children’s integration in the pre-school institution are being dealt in this research because abundant information about disabled children’s integration and their adaptation in society changes people’s attitudes towards the possibilities of disabled people’s integration in institutions of general education. Early education and qualified specialists’ work with disabled children guarantee better results of social integration and higher independence in the future. Scientific and methodical literature related to disabled children’s pre-school education confirm the fact that disabled children’s integration requires integrated ways of solution. Disabled children are provided only with minimal possibilities because of the lack of specialists, pedagogues’ knowledge and skills, information for parents, and finances. Referring to the results of the research, the model of preparation of the pre-school institution for disabled children’s integration is formulated. The problem of the research – disabled children’s integration in pre-school educational institutions is hardly proceeding. The object of the research – disabled children’s integration in a pre-school institution. The aim of the research – to present the model for preparation of pre-school institution for disabled children’s integration. In order to attain the aim, the following objectives were formulated: to discuss the situation of the disabled in Lithuania, the disabled child’s place and education... [to full text]

The purpose of the present study was to assess whether girls with LD were at a greater risk for self-reported depressive symptomatology compared to both boys with LD and girls without LD. Differences in the pattern of responses of girls with LD and boys with LD on the Children's Depression Inventory (CDI) were also evaluated. In order to identify a learning disability, the short-form of the Weschler Intelligence Scale for Children and the Wide Range Achievement Test were administered to 204 subjects. Results revealed that girls with LD demonstrated an increased risk for depressive symptomatology as compared to girls without LD. Boys, on the other hand, regardless of a learning disability, manifested a comparable rate of depressive symptomatology. It appears that having a learning disability increases girls' propensity towards depression. Finally, differences in the pattern of responses were found for girls and boys with and without LD.

The present study was designed to see if children with learning disabilities could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities were selected for the study. Prior to the intervention, these students used a combination of count-all and count-on strategies when solving addition problems and used concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention with the 3 subjects. The experiment consisted of a teaching phase where students were taught to touch and count the dots on numbers 1 to 9 in a specified pattern and an intervention phase where students progressed through nine levels of addition problems. The final stage consisted of three-row, double-digit addition problems requiring regrouping with touch points removed. Results indicate that the 3 subjects were able to learn and apply the dot-notation method successfully and were able to retain the method from one and a half to four and a half months after completing instruction. Suggestions for future research and for teachers are discussed.

Self-concept in social and academic domains, as well as global self-worth (GSW) were assessed among 4th, 5th, and 6 th graders, in children with learning disabilities (LD, n = 49) and a matched sample of children without LD (NLD, n = 49). Mean differences between LD and NLD groups and the relative importance of social versus academic self-concept in the prediction of GSW were examined. Children with LD evidenced significantly lower self-concept in academic and social domains; however, the two groups did not differ in terms of global self-worth. In addition, academic and social self-concepts were significant predictors of GSW in children with LD, although there was a high degree of overlap between the two variables in their predictive ability. In the NLD group, social and academic self-concept areas were significant predictors of global self-worth yet there was minimal overlap between the two self-concept areas. Implications are discussed.

There is no abstract available for this dissertation. / Department of Educational Psychology