Bakalauro darbe analizuojama pedagogų teikiama pagalba mokiniams, turintiems kalbėjimo ir kalbos sutrikimų. Darbe atlikta teorinė pedagoginės pagalbos teikimo, mokiniams, turintiems, kalbėjimo ir kalbos sutrikimų, analizė. Teorinė darbo analizė atskleidė, kad ugdant kalbėjimo ir kalbos sutrikimų turinčius mokinius, pedagogams labai svarbus yra profesinis pasirengimas, nuostatos ir asmeninės savybės, tenkinant mokinių bendruosius ir specialiuosius ugdymosi poreikius, o plėtodami bendradarbiavimą su logopedais, koordinuodami ugdymo procesą ir kartu dalindamiesi atsakomybe už konkretaus vaiko ugdymo rezultatus gali pasiekti geresnių kalbos ugdymo rezultatų Tyrime dalyvavo 61 pradinių klasių pedagogas ir 18 logopedų, dirbantys Telšių rajono mokyklose su vaikais, turinčiais kalbėjimo ir kalbos sutrikimų. Anketinės apklausos metodu tirta, kaip pedagogai ir logopedai vertina pedagogų pagalbą pradinių klasių mokiniams, turintiems kalbėjimo ir kalbos sutrikimų. Tyrimas atskleidė, kad pedagogų pasiruošimą tinkamai dirbti su kalbėjimo ir kalbos sutrikimų turinčiais mokiniais nulemia turimos žinios ir įgūdžiai, gebėjimas planuoti ugdymo procesą, atsižvelgiant į kiekvieno vaiko individualius specialiuosius ugdymosi poreikius. Pagrindinės kliūtys tobulinant logopedinę pagalbą mokiniams - laiko stoka, didelis darbo krūvis, dideli dokumentacijos kiekiai. Išsiaiškinta, kad logopedai teigiamai vertina pradinių klasių pedagogų teikiamą pagalbą mokiniams, įveikiant kalbėjimo ir kalbos... [toliau žr. visą tekstą] / The bachelor study focuses on the analysis of pedagogues help to students having speech and speaking disorders. The theoretic analysis was applied in this work. On the basis of the results of this theoretic research, it can be concluded that cultivating students, having speech and speaking disorders, the main issues becomes pedagogues’ competence. Key factors such as occupational caliber, provisions and personal properties emerge. Moreover, it could be claimed that better results are reached by developing cooperation with speech-language pathologists, coordinating education process and at the same time sharing responsibilities concerning particular students’ achievements. 61 primary classes’ pedagogues and 18 speech-language pathologists from Telsiai region schools, working with students having speech and speaking disorders, took part in the investigation. Using questionnaire method it was trying to understand the attitudes towards pedagogues and speech-language pathologists, who are trying to help students having speech and speaking disorders. The results revealed that success working with students having speech and speaking disorders depends on pedagogues’ competence, knowledge, capacity to plan work considering individual students’ needs. It was claimed that main obstacles, preventing sophisticated help, is the lack of time, big workload as well as big amounts of documentation needed to be filled. It is concluded that speech-language pathologists regard positively to... [to full text]

Vis dažniau bendrojo lavinimo mokyklose lieka vaikai, kurie turi specialiųjų ugdymosi poreikių. Įvairūs jų raidos sutrikimai – pagrindinė mokymosi sunkumų priežastis. Mūsų šalyje integruoto ugdymo paieškos pradėtos nagrinėti XX a. 9 dešimtmetyje. Per pastarąjį dešimtmetį pasirodė nemažai mokslinių publikacijų šia tema: požiūrį į specialiųjų poreikių turinčius asmenis, jų ugdymą bendrojo lavinimo mokyklose nagrinėja Ambrukaitis (1994, 1999), Gudonis (1985, 1989, 1993, 1994, 1996, 1998, 2000), Novogrodskienė (1998, 1999), Remeikaitė (1994), Ruškus (1997, 1998, 1999, 2000), į vaikų vystymosi ypatingumų pažinimo ir sutrikimų korekcijos sritį gilinasi Ališauskas (1988, 1992, 1994, 1995, 1998), Daulenskienė (1973, 1974, 1990, 1993, 1998), Garšvienė (1978, 1981, 1993, 1994, 2000), Giedrienė (1985, 1987, 1995, 2000), Ivoškuvienė (1984, 1998, 1999), specialiosios didaktikos probelmas nagrinėja Elijošienė (1991), Ambrukaitis (1972, 1996, 1997, 2000), Kaukėnaitė (1989, 1993, 1998), Pobrein (1992, 1998, 1999), Pumputis (1994, 1995, 1998), Štitilienė (1982, 1999), specialiąją pedagogiką gvildena Juodraitis (1994, 1999), Kaffemanas (1993, 1994, 1997, 1998), į neįgalumą turinčių vaikų socialinės adaptacijos klausimus gilinasi Karvelis (1988, 1992, 1994, 1996, 1997). Tačiau labai stokojama mūsų šalyje mokslo darbų, nagrinėjančių vaikų, turinčių specialiųjų ugdymosi poreikių, ugdymo bendrojo lavinimo mokyklose principus ir strategijas, mažai išsamesnės didaktinės metodinės literatūros... [toliau žr. visą tekstą] / The last 15 years have a lot of the changes to the upbringing of children with the special needs. Children with insignificat intellectual disorders, also shildren having specific learning disorders are started to be taught at secondary schools. Until 1991 the biggest part of these children has been taught at special schools for children with intellectual disorders. At present, children who have not been taught at all came to special schools. Children who have been taught at secondary schools now form majority at secondary schools. In this connection, there was a need to have special teachers at secondary schools. Their functions and duties have been always discussed at media and in scientific conferences. However, the content of work of special teachers is not very clear. Object of Study – special teacher’s help to shildren with special needs, their parents and teachers. Problem of Study – there is not enough special knowledge at secondary schools to organize an education process of full value for children with special needs. Aim of Study – to find out what kind of special pedagogic help children with special needs, their parents and general teachers lack. Methods of Study: 1. Theoretical: Survey of legal (law) basis, study and analyses of pedagogic, psychological and other scientific literature. 2. Empiric: Questionnaire for teachers working with special needs children and questionnaire for special teachers 3. Statistic: mathematical statistica analyses of quantitative... [to full text] / SUMMARY SPECIAL TEACHER’S HELP TO SHILDREN WITH SPECIAL NEEDS, THEIR PARENTS AND TEACHERS The last 15 years have a lot of the changes to the upbringing of children with the special needs. Children with insignificat intellectual disorders, also shildren having specific learning disorders are started to be taught at secondary schools. Until 1991 the biggest part of these children has been taught at special schools for children with intellectual disorders. At present, children who have not been taught at all came to special schools. Children who have been taught at secondary schools now form majority at secondary schools. In this connection, there was a need to have special teachers at secondary schools. Their functions and duties have been always discussed at media and in scientific conferences. However, the content of work of special teachers is not very clear. Object of Study – special teacher’s help to shildren with special needs, their parents and teachers. Problem of Study – there is not enough special knowledge at secondary schools to organize an education process of full value for children with special needs. Aim of Study – to find out what kind of special pedagogic help children with special needs, their parents and general teachers lack. Methods of Study: 1. Theoretical: Survey of legal (law) basis, study and analyses of pedagogic, psychological and other scientific literature. 2. Empiric: Questionnaire for teachers working with special needs children and... [полный текст, см. далее]