Integracijos tema aktuali, nes šiandien norima, kad specialiųjų poreikių turintys vaikai gyventų pilnavertį gyvenimą savo bendruomenėje, kad nesusidurtų su segregacija (atskyrimu), kad būtų lygiaverčiai su kitais bendrojo lavinimo mokyklos mokiniais. Darbe nagrinėjamas mokyklos bendruomenės požiūris į specialiųjų poreikių vaikų integraciją į bendrojo lavinimo mokyklą. / In my magistrate work I would like to analyse the problem and peculiarity of disabled children in the process of integration in general educational schools. The aim of the research: To research specific problems appearing while integrating children with special needs into general educational school in Shalchininkay town.

Šiuo tyrimu siekta įvertinti, kaip keičiasi vaikų po sunkaus ir vidutinio sunkumo trauminio galvos smegenų sužalojimo būklė taikant kineziterapiją ankstyvuoju reabilitacijos etapu bei nustatyti veiksnius, kurie labiausiai įtakoja vaikų po traumos pažintinių funkcijų ir motorikos atsigavimą. Tyrimo uždaviniai: 1. Įvertinti vaikų po sunkaus ir vidutinio sunkumo trauminio galvos smegenų sužalojimo pažintinių funkcijų ir motorikos sutrikimus ankstyvojo reabilitacijos etapo pradžioje. 2. Įvertinti vaikų po sunkaus ir vidutinio sunkumo trauminio galvos smegenų sužalojimo pažintinių funkcijų ir motorikos kitimą ankstyvajame reabilitacijos etape taikant individualizuotą kineziterapiją. 3. Nustatyti veiksnius, turinčius įtakos vaikų po sunkaus trauminio galvos smegenų sužalojimo pažintinių funkcijų bei motorikos atsigavimui ankstyvajame reabilitacijos etape ir įvertinti jų prognozinę vertę. Atlikus tyrimą nustatyta, kad vaikams po sunkaus ir vidutinio sunkumo trauminio galvos smegenų sužalojimo ankstyvajame reabilitacijos etape stebimi motorikos (raumenų tonuso, raumenų jėgos, judesių koordinacijos) ir pažintinių funkcijų (sąmonės) sutrikimai sąlygoja šių vaikų hipokinezę bei savarankiškos veiklos sutrikimus. Individualizuota kineziterapija, taikoma vaikams po trauminio galvos smegenų sužalojimo ankstyvajame reabilitacijos etape, daugumai ligonių ženkliai pagerina jų savarankiškumą, tačiau pusei vaikų po sunkaus trauminio galvos smegenų sužalojimo ankstyvojo reabilitacijos... [toliau žr. visą tekstą] / Aim of the study – to establish the factors influencing the recovery of cognitive and motor functions during application of physical therapy in ESR among children suffering severe and moderate TBI. Objectives: 1. To evaluate the cognitive and motor disorders at baseline (start of ESR) among children suffering severe and moderate TBI. 2. To evaluate the changes of cognitive and motor functions applying personally-adjusted physical therapy during ESR for children suffering severe and moderate TBI. 3. To establish the factors influencing the recovery of cognitive and motor functions during ESR among children suffering severe and moderate TBI and to estimate factors’ predictive validity. The children after severe and moderate traumatic brain injury have motor (muscle tone and force, movements coordination) and cognitive (consciousness) disorders during early stage of rehabilitation resulting in hypokinesis and restricted independent activity. Individually-adjusted physical therapy during early stage of rehabilitation for patients after traumatic brain injury significantly improves their independence, though by the end of early stage of rehabilitation among severe traumatic brain injury cases the disorders of balance and walking still persist. About half of those children have motor disorders (toileting, dressing lower and upper body, bathing, independent walk, and walking stairs) and cognitive disorders (communication, social interaction, and problem solving). The motor... [to full text]

Darbe atlikta teorinė socialinio pedagogo (darbuotojo) veiklos analizė ikimokyklinėje ugdymo įstaigoje bei šio tipo įstaigos veiklos specifikos analizė. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - atskleisti socialinio pedagogo veiklos ypatumus bei tendencijas socialinio pedagogo etatams plėsti. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 157 Kauno ikimokyklinio ugdymo įstaigų pedagogų. Empirinėje dalyje nagrinėjami socialinių pedagogų kadrų plėtros galimybės ikimokyklinėje ugdymo įstaigoje. Svarbiausios empirinio tyrimo išvados: 1. Socialinio pedagogo veikla grindžiama teisiniais norminiais aktais, socialinio pedagogo pareigybiniu aprašymu. Socialinio pedagogo veikla yra susijusi ne tik su vaiku ir jo šeima, jis turi bendradarbiauti su įstaigos vadovu, administracija, kitais pedagogais bei specialistais. 2. Auklėtojos susiduria su pilnomis, nepilnomis, daugiavaikėmis šeimomis, kuriose vienas ar abu tėvai piktnaudžiauja alkoholiu, neturi darbo, yra socialiai remtini. Nemažai vaikų lankančių darželį yra patyrę išnaudojimus - emocinis išnaudojimas ar nesirūpinimas – nepamaitinti ar paliekami vieni namuose. 3. Auklėtojos susiduria su situacijomis, kuriose reikia padėti vaikams ir jų šeimoms auklėjimo ir ugdymo tema, tokių šeimų yra beveik kiekvienoje įstaigos grupėje. Pedagogės, dirbančios įstaigoje, kur nėra socialinio pedagogo, problemas, susijusias su vaiku stengiasi spręsti pačios arba į vaiko tėvus, pedagogės, kurių įstaigose dirba... [toliau žr. visą tekstą] / The work carried out theoretical social pedagogue (the employee) in preschool training and pre-school education institutions operating specifics of the analysis. Questionnaire survey method of investigation for the purpose – to reval the social activities of teacher characteristics and trends of the social pedagogue post expansion. Conducted a statistical analysis of the data. Kaunas study included 157 pre-school education teachers and Kaunas city pre-school education institutions. Empirical part of the social educational opportunities for personnel development in pre-school training. The most important empirical findings of the study: • Social activities are based on teacher's normative legal acts, social pedagogue function`s description. Teacher Social activities are concerned not only with the child and his family, he must cooperate with the office manager, administration, teachers and other professionals. • Educator faces to the full, parent, large families where one or both parents abuse alcohol, are unemployed, are socially disadvantaged. A number of children attending day care have been victims of exploitation - exploitation, or emotional neglect - hungry or left alone at home. • Educator faced with situations in which to help children and their families, parenting and educational themes, such families are in almost every institution within the group. A teacher working in the office, where the teacher is not social, problems associated with trying to deal with the... [to full text]

Summary The paper analyses the problems that occur in the relationship between families, which raise blind children, and medical (or other) specialists and indicates the possible directions of improving and deepening these relations. The purpose of the paper: to analyse the experience of the relationship between the families, which raise the children with visual disabilities, and medical specialists. The subject of the paper: what is the experience of the relationship between the families, raising blind children, and medical specialists in the process of helping the child. The paper tried to purify the experience of each family, to sense the meanings, which parents endow their empathies with, to ascertain what suspenses and hopes they foster. The qualitative analysis was taken for analysing the experience of the families and the specialists and the instrument for compilation the data was a qualitative interview. 7 women, raising the children with visual disabilities, participated in the research. The problems are researched in three aspects: firstly, the factors are identified, which help or disturb the families, raising the blind children, to overcome the psychological and spiritual discomfort, which is connected with the birth of the disabled child and his/her development, and which can have the influence to the health of the family members; secondly, the efforts are made to reveal the real requirements of these families, which are related to the services of medical and... [to full text]

SUMMARY Speciality of Kinesiology CORRELATIONS OF STRUCTURAL AND FUNCTIONAL PARAMETERS FOR HEALTHY AND MENTAL DEFECTIVE CHILDREN Author: Lorita Kulakauskienė. Supervisor: Prof., Habil. Dr. Alfonsas Vainoras. The work has been carried out at: Kaunas University of Medicine, Faculty of Public Health, Department of Kinesiology and Sport medicine, 2003-2005. The aim of the study: to determine correlations of structural and functional parameters for healthy and mental defective children. Objectives: 1. To compare groups of healthy and mental defective children together by means of measured structural and functional parameters. 2. To size up essential correlations of structural and functional parameters. 3. To examine possible reasons of different correlations between two groups of investigative children. 4. To look into organism, as a complex system, features in both groups of investigative children. The object of the study: two groups of children. One of them – 22 mental defective children (mean age – 14,9 years), and the other – 22 healthy children (mean age – 15,04 years). Methods of the study: anthropometry, measuring arterial blood pressure, cirthometry, skoliometry, electrocardiography and mathematical statistics methods. Results: Means of arterial blood pressure and electrocardiographical parameter aQRS were statistically significantly (p<0,05) more in healthy children group (S), but means of cirthometry parameter C_K and skoliometry parameter Sk_3 - in mental defective... [to full text]

In recent decades scientists have been showing more interest in researching how a human body changes while growing during childhood. It is obvious that prevention of functional and structural bodily disorders have to start in early school years. So far it is not fully explored why such changes occur during this period of life. The correct evaluation of the development of bone and muscle structure and of cardiovascular system, the early diagnosis of any deviations and employment of adequate measures of prevention of structural and functional changes are very important. The aim of the study is o investigate the correlation between structural and functional parameters of a growing body. Objectives: 1.To evaluate changes of structural and functional parameters in children and adolescents according to age. 2.To evaluate changes of structural and functional parameters in children and adolescents according to gender. 3.To determine age related correlations among structural and functional body parameters in children and adolescents. 4.To determine correlations among structural and functional body parameters in children and adolescents related to gender. MATERIALS AND METHODS: One hundred and twenty four school age children (aged 7-18 years) participated in the study. Methods: The bicycle (VEM) veloergometry test, ECG, ABP, HR measurements, dynamometry, cirtometry, scoliometry. Conclusions. Thoracic kyphosis in boys decreased with age. Parameters of body posture in frontal plane did... [to full text]

Regarding to the context of globalization and various losses that people experience, the socialization specific of children (age 7–11) who have experienced loss in the family was explored in this research. The main socio-moral values, that make the values’ internalization content as the basis of socialization, were identified. The peculiarities of values’ interception on the basis of behavior and emotions were set as well. Also the differences and similarities were stressed among the grieving and non-grieving children’s values internalization mechanisms. The survey has revealed both external and internal factors that may influence socialization processes for such children. Among external ones would be the experienced loss in the family, child’s status in the class, teacher’s attitude towards the child’s experienced loss, and educational help character. Among internal ones – child’s need to satisfy self identification through his/her attitude towards the experienced loss within family, towards the school, his/her status in the class, and self. The educational experiment allowed evaluating the effectiveness of main strategies to make grieving children’s socialization much favorable. Such children’s socialization becomes much easier, when it has helped them to: 1) have much positive (higher) status in the class, and 2) satisfy their need of self identification.

Kurį laiką buvo manoma, kad vaikai, kurie dar neperėjo priešoperacinės stadijos nemoka daryti tranzityvumo santykio išvadų apie kiekybę (Pears, Bryant, 1992). Pasak Schnall ir Gattis (1998), daugelis tyrinėtojų bando atsakyti į klausimą, iki kokio laipsnio ir nuo kokio amžiaus vaikai gali išspręsti tranzityvumo santykio vertinimo užduotis. Nors Piaget ir kiti (Inhelder ir Piaget, 1958; cit. pagal Schnall, Gattis, 1998) manė, kad vaikai tik apie 7-8 metus ir vyresni geba teisingai išspręsti tranzityvumo vertinimo užduotis, jaunesni vaikai (Bryant ir Trabasso, 1971; Riley ir Trabasso, 1974) (cit. pagal Schnall, Gattis, 1998) taip pat geba tranzityviai vertinti pasitreniravus. Bryant ir Trabasso (1971; cit. pagal Schnall, Gattis, 1998) padarė išvadą, kad tranzityvumo vertinimo u���duočių neišsprendimas gali būti greičiau dėl darbinės atminties ribotumo nei dėl kognityvinių trūkumų. Tyrimo objektas – 4-6 metų vaikų tranzityvumo supratimas. Tyrimo tikslas – charakterizuoti 4-6 metų vaikų tranzityvumo santykio supratimo ypatumus. Siekiant šio tikslo, išsikelti šie uždaviniai: 1. Sudaryti ir pateikti 4-6 metų am����iaus vaikams tris užduotis, kurios tiria tranzityvumo santykio supratimą. 2. Nustatyti, ar 4-6 metų vaikai geba tranzityviai samprotauti. 3. Palyginti užduotis pagal tiesioginius atsakymus. 4. Palyginti užduotis pagal kokybinius atsakymus. 5. Palyginti berniukų ir mergaičių gebėjimą tranzityviai samprotauti. Prieš atliekant tyrimą buvo išsikeltos tokios hipotezės: 1. 4-6... [toliau žr. visą tekstą] / It was believe that children which didn‘t pass preoperational stage, can‘t to do transitivity conclusions about quantity (Pears, Bryant, 1992). According Schnall and Gattis (1998), many researchers trying ask to question by what degree and from what age children are able to solve transitivity interference tasks. Though Piaget and others (Inhelder ir Piaget, 1958; cit. pagal Schnall, Gattis, 1998) thought that children only about 7-8 years and older can to solve transitivity interference tasks right, younger children (Bryant ir Trabasso, 1971; Riley ir Trabasso, 1974; by Schnall, Gattis, 1998) also are able to solve transitivity interference tasks if they are trained. Bryant and Trabasso (1971; by Schnall, Gattis, 1998) made conclusion that wrong solving of transitivity interference tasks can be rather for working memory limitation nor cognitive deficits. Object of the Study – understanding transitivity in 4-6 years old children. The aim of the study was to characterize understanding transitivity in 4-6 years old children. Goals of the study: 1. Organize and represent for 4-6 years old children three tasks which research inderstanding transitivity. 2. Find, are 4-6 years old children able to reason transitively. 3. Compare tasks by direct answers. 4. Compare tasks by qualitative ansvers. 5. Compare ability to reason transitively in boys and girls. Hyphotesis: 1. 4-6 years old children are able to reason transitively. 2. Children did more mistakes in tasks which were hard to... [to full text]

Šiame darbe buvo siekiama atskleisti rizikos grupės vaikų požiūrį į nusikaltimų prevencijos įgyvendinimo būvį mokykloje.Siekiant šio tikslo, pirmiausia buvo apibrėžta rizikos grupei priklausančių vaikų sanprata. Išsiaiškinta nusikaltimų prevencijos įgyvendinimo strategija. Darbe aiškiai apibrėžiamas šio tyrimo objektas, suformuluotas svarbiausias tyrimo tikslas, pateikiamos hipotezės, konkretūs tyrimo uždaviniai ir tyrimo metodika. Darbe pateikiami tyrimo duomenys, atskleidžiantys rizikos grupės vaikų požiūrį į nusikaltimų prevencijos įgyvendinimą mokykloje,tai pat yra išaiškinti rizikos grupės vaikams tinkantys nusikaltimų prevencijos organizavimo būdai. / In the project was researched attitude of children from the group of risk towards the state of implementation of crime prevention among under ages at school. In order to achieve this goal, conception of children from the group of risk was defined. Then, implementation of crime prevention strategy was explained. In this project is clearly defined the subject of research; formulated the most important goal; introduced hypotheses and set specific tasks as well as methods of research. The findings of research that demonstrate attitude of children from the group of risk towards implementation of crime prevention at school are included in the project. Also, here are explicated suitable for children from the group of risk methods of crime prevention organization.

Tyrimo tema: Mokytojų specialiosios pedagoginės kompetencijos plėtotės galimybės mokykloje. Tikslas: Atskleisti bendrojo lavinimo mokyklos mokytojų specialiosios pedagoginės kompetencijos plėtotės galimybes mokykloje. Uždaviniai: 1. Apibrėžti specialiosios pedagoginės kompetencijos sampratą. 2. Išryškinti specialiųjų poreikių vaikų neformalaus ugdymo organizavimo ypatumus. 3. Išryškinti pedagogų požiūrį į jų turimus gebėjimus dirbti su specialiųjų poreikių vaikais. 4. Nustatyti šių gebėjimų plėtotės poreikį mokykloje. 5. Apibrėžti galimas specialiosios pedagoginės kompetencijos plėtotės formas mokykloje. Tyrimo metodai : 1. Mokslinės literatūros analizė. 2. Anketavimas. Darbo rezultatai: Bendrojo lavinimo mokyklų mokytojų pasirengimas ir geranoriška pedagogų nuostata padeda užtikrinti sėkmingą specialiųjų poreikių vaikų integraciją. Svarbu mokytojo požiūris į neįgaliuosius, gebėjimai, asmens savybės, profesinis pasirengimas ir meistriškumas, darbo patirtis, veiklos planavimas ir bendradarbiavimas. Siekdama gerinti vaikų užimtumą, ugdyti jų saviraišką, stiprinti ugdymo institucijų ryšį su vietos bendruomene, didinti rizikos vaikų adaptacijos ir reabilitacijos visuomenėje galimybes Švietimo ir mokslo ministerija nuolat didina finansavimą neformaliajam švietimui ir ugdymui, tačiau šiuo metu vis dar išlieka aktualios neformaliojo vaikų švietimo problemos. Išvados: Apibendrinant galime daryti išvadą, kad kiekvienas bendrojo lavinimo mokyklos pedagogas privalo turėti... [toliau žr. visą tekstą] / Research theme: Opportunities for development of teachers‘ special pedagogical competence at school. Research aim: Disclose the possibilities for development of secondary school teachers‘ special pedagogical competence at school. Research goals: 1. Define the concept of special pedagogical competence 2. Highlight the features of organizing non-formal education for children with special needs. 3. Highlight the teachers‘ approach to their existing skills of work with special needs children 4. Identify the need for development of these skills at school. 5. Define possible forms of development of special pedagogical competence at school. Research methods: 1. Analysis of scientific literature. 2. Questionnairing. Research results: Preparation and good will attitude of secondary school teachers help to ensure successful integration of children with special needs. Important factors are: teachers‘attitude to special needs children, their professional skills, personal qualities, professional preparation and excellence, work experience, planning and cooperation. In order to improve the employment of children and develop their self-expression, also to strengthen the relationship between educational institutions and local community and increase the opportunities for rehabilitation and adaptation of risk children in the society Ministry of Education and Science is constantly increasing funding for non-formal education and training. However, at present... [to full text]