Lietuva išgyvena sudėtingą integracijos į europietiškąją visuomenę ir sparčios kaitos laikotarpį. Keičiantis ekonominei ir socialinei šalies situacijai, vykstant sparčiam technologijų progresui, maksimaliai išaugus komunikacijos galimybėms, reformuojama ir Lietuvos ugdymo ir švietimo sistema. Įvairiais tyrimais nustatyta, kad mokytojas – reikšmingiausias ugdymo proceso veikėjas. Todėl svarbu, kad mokytojas sąmoningai įsitrauktų į švietimo kaitos procesą, suvoktų, kad iš esmės keičiasi jo vaidmuo ugdymo procese ir visuomenėje. Mokytojas turi suprasti, kad žinios, gebėjimai, įgūdžiai nėra įgyjami visam laikui, būtina tobulinti savo profesinę kvalifikaciją visos mokytojo karjeros laikotarpiu. Tyrimo problema. Šiuo metu plačiai kalbama apie mokyklos kaitą ir mokytojų profesinės kvalifikacijos tobulinimą. Tačiau laiku neatskleisti mokymosi poreikiai ir įvairūs tobulėjimo barjerai trukdo mokytojams tobulėti. Tyrimo klausimas – kokie mokytojų kvalifikacijos tobulinimo poreikiai ir jų tenkinimo barjerai. Tyrimo tikslas – atskleisti mokytojų kvalifikacijos tobulinimo poreikius jų tenkinimo barjerus. Tyrimo uždaviniai: 1. Aprašyti mokytojų kvalifikacijos tobulinimo poreikius, turinį ir tvarką; 2. Apibrėžti galimus mokytojų kvalifikacijos tobulinimo barjerus; 3. Nustatyti mokytojų kvalifikacijos tobulinimo poreikius; 4. Nustatyti kvalifikacijos tobulinimo barjerus. Tyrimo metodai. Mokslo literatūros analizė, anketinė apklausa ir duomenų statistinė analizė SPSS programa. Problemai... [toliau žr. visą tekstą] / Lithuania is going through the difficult process of integration to European society. Economic and social changes technology progress, communication industry rise and potential stimulated reformation of Lithuanian education system. Number of researches shows that teacher is a most important player of the education process. Teacher has to know that knowledge, competence and skills are got not for the rest of life and he has to improve the vocational qualification and backgrounds during the time of career. Problem for research. It is very popular to discuss the transformation of the todays school and the improvement of teachers qualification. But late identification of the demand to improve vocational qualification and variuos barierrs hedges teachers from qualification improvement. Research subject. What are the study demands and the barriers to improve vocational qualification? Purpose of the research. Identify the teachers study demand and barriers for the improvement of vocational qualification. Research goals: 1. Describe the demand, content and process of teachers’ vocational qualification. 2. Describe possible barriers for teacher’s to improve vocational qualification. 3. Identify the demands of the improvement of vocational qualification. 4. Identify barriers for the improvement of vocational qualification. Research methods. Nonfictions’ analysis, survey with questionnaires and survey result statistical analysis with SPSS program. Qualitative – Correlative survey... [to full text]

The learning demands placed on young children by current language organization techniques used to organize language concepts in AAC systems, are high. This influences the ease of learning and the accuracy with which AAC users use their AAC systems. It is therefore important to investigate the way in which children relate to different language organization techniques to better understand the learning demands placed on them in using these techniques. The aim of this study was to investigate the difference between two groups of 4-year old children’s accuracy levels when locating vocabulary in AAC technologies. The study is a replication of a part of the study conducted by Light, Drager, McCarthy, Mellot, Millar, Parrish, Parsons, Roads, Ward and Welliver (2004). Each group of subjects was assigned a specific language organization technique, i.e. schematic and taxonomic grid organization. The children had to locate vocabulary on a dynamic display system, i.e. the Dynamo. This study considered the language organization technique that best reflects the child’s developmental level. Sixteen subjects, 8 in each group, participated in 4 learning and testing sessions and 1 generalization session. The results revealed that there was no difference in the performance of the children in the two groups. This was in accordance with Light et al.’s (2004) results who also observed no difference in the 4-year-old’s performance with the schematic and taxonomic organization techniques. These results were in contrast with the literature on young children’s semantic organization, which illustrates that preschool children tend to use schematic organizations and begin to use taxonomic organizations once they reach school-age. Recommendations for future research are provided. / Dissertation (MA)--University of Pretoria, 2008. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted