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A comparison of the role of the special needs support teacher in Northern Ireland and Ontario, CanadaWinter, Eileen C. January 1996 (has links)
No description available.
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The experiences of children and young people with social emotional and behavioural difficulties in physical educationMedcalf, Richard S. January 2010 (has links)
Research has previously highlighted the physical, social, affective and cognitive benefits of engagement in quality physical education (PE) (Bailey, 2006). Furthermore, practical, physical and expressive creative experiences in education have also been cited as being an important constituent when educating children and young people with social, emotional and behavioural difficulties (SEBD) (Cole and Visser, 1998). However, research has yet to address the experiences of the child with SEBD, as told by themselves, alongside the ideological benefits of their participation in physical education. As such, this study has examined how children and young people experience the National Curriculum of PE in England and Wales. Specifically working with those deemed by their school to have SEBD, this study aims to give voice to how participants create meaning of their PE experiences. A case study methodology was adopted whereby, after a period of piloting and familiarisation, two periods of twelve weeks were spent with six adolescent boys, each described by their schools as having SEBD. A range of participatory methods were used to elicit their perceptions of PE. Inductive processes of analysis generated outcomes which showed signs of the idiosyncratic nature of varying experiences and multiple truths. A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. Participants spoke of their affinity towards the inherent practical nature of PE, which appeared to be forgiving of their desire for cathartic opportunities to participate physically. They regularly discussed their perception of PE being a subject allowing for relative freedoms not found elsewhere in their curricula. Narratives which described their experiences were also characterised by issues which focussed upon the non-educational aspects of the subject. The perceived pardon from the academic demands of school life, and the subsequent opportunities for socialisation with peers, were described as times which cemented the both positive and negative social systems at place in their classes. ii The case studies have resulted in the discussion of experiences which demonstrate the rich and highly individualised nature of children and young peoples‟ time in PE. The nature of their difficulties appeared to exacerbate and heighten the responses to participation which have been commonly reported in previous studies. Participants‟ time in PE was shown to be an example of the challenges that they face in their school lives more broadly. PE served to magnify both the positive and negative responses to education that were described as being experienced elsewhere in their curriculum subjects. This research has shown that, when adopting methodologies which privilege participatory methods, it is possible to gain greater depth of understanding as to how children with social emotional and behavioural difficulties experience physical education.
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En skola för alla, men hur? : En studie om hur olika yrkesgrupper inom skolan ser på samverkan kring inkludering ur ett specialpedagogiskt perspektiv.Sundberg, Anna-Lena January 2014 (has links)
This study aims to develop knowledge of different professional groups and their views on inclusion and collaboration concerning "students in difficulty." Through qualitative interviews and a quantitative survey, the researcher sought answers to this and also how inclusion, through collaboration between different professional groups, can develop in school.The results of the study have been analyzed according by Nilholms (2007) three different perspectives on special education: The critical perspective, the compensatory perspective and the dilemma perspective. The results were also analyzed based on Ahlberg's (2013) communicative – relationship perspective.The result shows that the concept of inclusion is not clearly defined either in the governing documents or among the interviewees. This makes it difficult to speak the same language in school, which complicates the work of inclusion. Since the governing documents are unclear and somewhat contradictory when dealing with "students in difficulty" educators are put in a dilemma. It is on the one hand about the importance of early identification and remedy difficulties and on the other hand not to categorize students. Another concern is on the one hand to see differences as opportunities for learning and on the other hand that all students should attain the curriculum objectives. Students should at the same time feel good and happy at school. The result also shows that the cooperation that existed around "students in difficulty” has been minimal at schools. In contrast, all interviewees’ see good cooperation as crucial to the quality of work with students. Surprising facts is that it seems to be easier to see and talk about what others should do to improve together than to see one’s own part in the work for development. One conclusion is also that the majority of the respondents see the economic foundations are setting up barriers by time, room, materials and resource shortages, and also large classes.
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n Verkennende ondersoek na die selfkonsep van leerders met spesiale onderwysbehoeftesHerbert, Petrus du Toit 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The purpose of the present study was an exploratory examination/study of the self-concept of
learners with Special Education Needs. To this end, all 1005 subjects completed the Piers-Harris
Self Concept Questionnaire once. This questionnaire consists of 80 statements divided into six
subscales i.e. : Behaviour, Intellectual and School status, Physical appearance, Anxiety, Popularity
and Happiness and satisfaction. A total score is then culculated from those separate dimensions.
Learners in the four Special Schools were selected per school as follows:
• in random order
• sex
• medium of instruction
• technical subject
• hostel/day scholar
• grade/standard
Correlations between self-concept variables were examined, but two other questionnaires
containing certain biographical details and information concerning the learners' academic and
technical marks and the parents' marital status, were also used in the study. By using these two
questionnaires, correlations between self-concept variables and certain biographical variables such
as the following were possible :
• sex and self-concept
• medium of instruction and self-concept
• living in the school hostel and self-concept
• evaluation of relationship with technical teacher and self-concept
• academic achievement and self-concept
• technical subject and self-concept and
• marital status of parents and self-concept correlations
The following decisive correlations emerged as a result of the study :
• regarding the correlation between self-concept variables, Happiness and satisfaction as well as
Popularity featured strongly with limited Anxiety. Physical Appearance correlated strongly with
Popularity and with Happiness and satisfaction.
• regarding the correlation between sex and self-concept, it appeared that boys have a better/higher
self-concept than girls with regard to Physical Appearance, Happiness and satisfaction and
limited Anxiety.
• regarding the correlation between medium of instruction and self-concept, there appeared to be a
significant link between the self-concept variables: Anxiety, Popularity and Happiness and
satisfaction. English speaking learners registered higher values on the scores than Afrikaans
speaking learners in all three self-concept variables.
• regarding the correlation between living in the school hostel and self-concept, it appeared that day
scholars had higher self-concept scores with regard to Physical Appearance, Popularity,
Happiness and satisfaction than hostel residents.
• regarding the correlation between evaluation of relationship with technical teacher and
self-concept, it appeared that there was a significant link between evaluation of the relationship
with the teacher and two self-concept variables : Behaviour and Intellectual and School Status.
Learners to whom the technical teacher meant a great deal, had higher self-concept scores in
Intellectual and School Status than those to whom the technical teacher meant little.
regarding the correlation between academic achievement and self-concept and sex, there were
significant correlations between academic achievement and self-concept variables such as :
Behaviour, Intellectual and School Status and Happiness and satisfaction. Differences between
the size of correlations between boys and girls were however, insignificant.
• regarding the correlation between technical subject and self-concept, there are significant links
between technical subject and Physical Appearance, Anxiety, Popularity and Happiness and
satisfaction.
• regarding the correlation between marital status of parents and self-concept variables, it appeared
that learners whose parents are in the process of divorce, scored lower for Anxiety. They
experienced a reasonably high degree of Anxiety and also less Happiness and satisfaction
compared to persons whose parents were married or divorced.
From the results of this study, it appears that the placing of a learner in a special school, despite the
criticisms expressed by opponents, does show positive correlations between self-concept and
certain biographical variables as discussed. / AFRIKAANSE OPSOMMING: Die doel van die huidige ondersoek was In verkennende ondersoek na die selfkonsep van leerders
met Spesiale Onderwysbehoeftes. Om dit te bewerkstellig, het al 1005 proefpersone die Piers -
Harris Selfkonsepvraelys eenmalig beantwoord. Dié vraelys bestaan uit 80 stellings wat in ses
subskale onderverdeel word, naamlik : Gedrag, Intellektuele- en skoolstatus, Fisiese voorkoms,
Angs, Populariteit en Geluk en tevredenheid. In Totaaltelling word dan uit hierdie afsonderlike
dimensies bereken. Leerders in die vier Spesiale Skole is per skool soos volg geselekteer :
• op In gelykkansige wyse
• geslag
• onderrigtaal
• tegniese vak
• koshuis/dagskoliere
• graad/standerd
Verbande tussen selfkonsepveranderlikes onderling is ondersoek, maar twee ander vraelyste waarin
sekere biografiese besonderhede en inligting oor leerders se akademiese en - tegniese punte en
ouers se huwelikstatus bekom is, is ook in die ondersoek gebruik. Deur dié twee vaelyste ook te
gebruik, kon verbande tussen selfkonsepveranderlikes en sekere biografiese veranderlikes soos die
volgende ondersoek word:
• verband tussen geslag en selfkonsep
• verband tussen onderrigtaal en selfkonsep
• verband tussen koshuisinwoning en selfkonsep
verband tussen evaluering van verhouding met tegniese onderwyser en selfkonsep
• verband tussen akademiese prestasie en selfkonsep
• verband tussen tegniese vak en selfkonsep en
• verband tussen huwelikstatus van ouers en selfkonsepveranderlikes
Uit die resultate van die ondersoek is die volgende beduidende verbande, gevind:
• ten opsigte van die verband tussen selfkonsepveranderlikes onderling, het Geluk en Tevredenheid
asook Populariteit redelik sterk gekorreleer met lae Angsgevoelens. Fisiese Voorkoms korreleer
ook redelik sterk met Populariteit en met Geluk en Tevredenheid.
• ten opsigte van die verband tussen geslag en selfkonsep blyk dit dat seuns 'n hoër selfkonsep het
as dogters wat betrefFisiese Voorkoms, Geluk en Tevredenheid en laer Angsgevoelens.
• ten opsigte van die verband tussen onderrigtaal en selfkonsep blyk dit dat daar 'n beduidende
verband is tussen selfkonsepveranderlikes : Angs, Populariteit en Geluk en Tevredenheid. Byal
drie selfkonsepveranderlikes toon Engelssprekende leerders hoër waardes op die tellings as
Afrikaanssprekendes.
• ten opsigte van die verband tussen koshuisinwoning en selfkonsep blyk dit dat leerders wat nie
inwoon nie, hoër selfkonseptellings het ten opsigte van Fisiese Voorkoms, Populariteit, Geluk en
Tevredenheid as leerders wat inwoon.
• ten opsigte van die verband tussen evaluering van verhouding met tegniese onderwyser en
selfkonsep blyk dit dat daar 'n beduidende verband is tussen evaluering van verhouding met
tegniese onderwyser en twee selfkonsepveranderlikes : Gedrag en Intellektuele en Skoolstatus.
Leerders vir wie die tegniese onderwyser baie tot geweldig baie beteken, het hoër
selfkonseptellings op Intellektuele en Skoolstatus as diegene vir wie die tegniese onderwyser baie
min tot min beteken. • ten opsigte van die verband tussen akademiese prestasie en seljkonsep en per geslag is daar
beduidende korrelasies tussen akademiese prestasie en selfkonsepveranderlikes soos : Gedrag,
Intellektuele en Skoolstatus en Geluk en Tevredenheid. Verskille tussen grootte van korrelasies
tussen seuns en dogters is egter baie gering.
• ten opsigte van die verband tussen tegniese vak en seljkonsep is daar beduidende verbande tussen
tegniese vak en Fisiese Voorkoms, Angs, Populariteit en Geluk en Tevredenheid en
• ten opsigte van die verband tussen huwelikstatus van ouers en seljkonsepveranderlikes blyk dit
dat persone wie se ouers besig is om te skei, laer angstellings het, met ander woorde hulle ervaar
'n redelik hoë mate van Angs en ook minder Geluk en Tevredenheid in vergelyking met persone
waarvan die ouers in ander huwelikstate verkeer.
Uit die resultate van die ondersoek wil dit tog voorkom asof die plasing van 'n leerder in 'n spesiale
skool, nieteenstaande al die kritiek wat deur teenstanders uitgespreek word, tog positiewe verbande
toon tussen selfkonsepveranderlikes en sekere biografiese veranderlikes soos bespreek
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Barriers to school attendance among children with disabilities in Rwanda.Sagahutu, Jean Baptiste. January 2008 (has links)
<p>The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.</p>
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SPECIALIŲJŲ POREIKIŲ MOKINIŲ MOKYMAS SPRĘSTI TEKSTINIUS UŽDAVINIUS / Training of children with special needs to solve textual problemsBeniušytė, Edita 03 September 2010 (has links)
Bakalauro darbe analizuojama nedidelių specialiųjų ugdymosi poreikių turinčių mokinių tekstinių matematikos uždavinių sprendimo ypatumai, bandoma ieškoti mokymo būdų, padedančių suprasti ir teisingai išspręsti tekstinius uždavinius. Suformuluota hipotezė, kad nedidelių specialiųjų ugdymosi poreikių turinčius mokinius išmokius tam tikrų apibendrintų tekstinių uždavinių sprendimo būdų, gerėja tekstinių uždavinių supratimas, išvengiama daugelio sprendimo klaidų.
Tyrimas buvo vykdomas Kauno Medicinos Universiteto Klinikų vaikų neurologijos skyriuje, kuriame gydosi epilepsija sergantys ir kitų neurologinių sutrikimų turintys vaikai iš įvairių Lietuvos miestų bei kaimų. Tyrime dalyvavo 40 III–IV klasių nedidelių specialiųjų ugdymosi poreikių turinčių mokinių, besimokančių bendrojo lavinimo mokyklose pagal modifikuotas matematikos programas. Visi šie mokiniai turi neurologinių sutrikimų.
Konstatuojamojo tyrimo rezultatai parodė, kad nedidelių specialiųjų ugdymosi poreikių turintys mokiniai ne visus tekstinius uždavinius vienodai supranta. Aiškiausi jiems yra paprastieji tekstiniai uždaviniai. Tyrimo metu paaiškėjo, kad dauguma respondentų spręsdami sudėtinius tekstinius uždavinius, nesupranta uždavinio sąlygos, nesuvokia sąlygoje duotų dydžių prasmės ir santykių tarp jų, dėl nepasitikėjimo savo jėgomis daugelio uždavinių net nebando spręsti. Vyraujančios klaidos mokinių darbuose: neteisingas veiksmo parinkimas, skaičiavimo klaidos, apskaičiuojamų rezultatų dydžių klaidingas... [toliau žr. visą tekstą] / The Bachelor's work content the analysis of the garages of solution of small textual mathematical problems among learners having special educational needs, and attempts to seek for ways of training helping to understand and correctly solve textual problems. The hypothesis has been formulated that if children with special needs are trained in certain methods of solving generalised textual mathematical problems, the solution outcomes of textual problems improves and many mistakes can be avoided.
The study was carried out in Kaunas Medical University Hospital, Children's Neurology Department, treating epileptic children and other children with neurological disorders from various Lithuanian towns and villages. The study included 40 learners of 3rd and 4th grades with neurological disorders, with low special educational needs, studying in general education schools, according to modified mathematics curricula.
Declarative study result showed that children with special needs differently understand some of the textual problems. The clearest of them are plain text problems. The study showed that most of respondents, solving complex textual problems, do not understand the condition of the problem, do not understand the meaning of values given in the task and that relations between them, experience distrust in themselves and do not even try to begin solving most of the problems. The most prevalent errors in learners’ works: wrong choice of action, calculation errors, erroneous naming of... [to full text]
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Vaikų, turinčių specialiųjų ugdymosi poreikių profesinis orientavimas ir konsultavimas bendrojo lavinimo mokykloje / A career guiding and counselling of the children with special educational needs at general education schoolJanauskienė, Sonata 09 December 2011 (has links)
Bakalauro darbe analizuojamos specialiųjų ugdymosi poreikių turinčių vaikų ugdymo prielaidos, bei profesinio orientavimo ir konsultavimo ypatumai. Suformuluota hipotezė, kad Lietuvos mokyklose nėra skiriama pakankamai dėmesio SUP mokinių profesiniam orientavimui. Tyrime dalyvavo viena pagrindinių Šiaulių mokyklų ir joje besimokantys 5 mokiniai, turintys specialiųjų ugdymosi poreikių. Etnografinio tyrimo metu buvo tiriama, kaip vykdomas ikiprofesinis ugdymas mokykloje bei kokios galimybės sudaromos specialiųjų ugdymosi poreikių vaikams ugdyti savo gebėjimus. Metodinės pagalbos atliekant veiklos tyrimą metu buvo konsultuojami 5 specialiųjų ugdymosi poreikių vaikai profesiniais klausimais. Analizuojant tyrimo duomenis, buvo aiškinamasi ar pakankamai vykdomas profesinis ugdymas bendrojo lavinimo mokykloje, ar efektyviai įvykdytas veiklos planas metodinės pagalbos metu. Tyrimų metu nustatyta, kad mokykloje nepakankamai skiriama dėmesio SUP mokinių profesiniam orientavimui. Metodinės pagalbos atliekant veiklos tyrimą metu buvo nustatyta, kad nepakako laiko efektyviai konsultuoti ir padėti mokiniams objektyviau vertinti savo galimybes. Dauguma mokinių savo galimybes toliau mokytis ir įgyti specialybę vertina ne objektyviai. / The bachelor’s thesis explores the educational assumptions of the children with special education needs and the peculiarities of their career guiding and counselling. The hypothesis has been brought forth that there is a lack of attention paid to career guiding of the children with SEN at the schools of Lithuania. 5 children with special educational needs attending one of the lower secondary schools of Šiauliai city participated in the research. The ethnographic research aimed to reveal the way the vocational education is being implemented at school and the opportunities provided to the children with special educational needs for development of their abilities. During the research 5 children with special educational needs were counselled on their career issues by employing methodological support tools. The analysis of the research data aimed to convey whether the education related to vocational issues is being sufficiently implemented at general education schools and whether the activity plan was successfully implemented during the methodological support.
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Barriers to school attendance among children with disabilities in Rwanda.Sagahutu, Jean Baptiste. January 2008 (has links)
<p>The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.</p>
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"Pojkar blir på ett annat sätt än flickor ett ordningsproblem i klassrummet" : En intervju-undersökning av diskursen om pojkar och flickor i behov av särskilt stödTuomaala, Seidi January 2012 (has links)
This paper examines how remedial teachers and subject teachers in two secondary schools talk about pupils with special education needs (SEN) both in general, and more specifically about boys and girls who need special education. The study is based on 6 interviews with teachers in two secondary schools in the Stockholm area. In the analysis of the interviews, two different theories have been used. Firstly, the teachers´ speech has been analyzed based on three perspectives; a compensatory-, a critical- and a dilemma perspective (see Nilholm, 2007). Secondly, discourse analysis has been used to examine how the teachers in the study talk about boys and girls in the special education. The two categories "boys" and "girls" have been analyzed regarding which qualities and actions they are associated with. The result shows that there are two different discourses about pupils with SEN that are used by teachers today, a medical-psychological discourse which fits into the compensatory perspective, and a socio-political that goes along the critical perspective, and focuses on environmental reasons for problems that occur in school, rather than laboring the individual as the problem. Also the dilemma perspective is found explicitly in one informant´s speech. All teachers but one can immediately name differences between boys and girls with SEN. The differences that are mentioned are for example that boys mature slower, need more practical support in remembering to sit still and bringing the correct material to class, and more often than girls, boys show their difficulties by being noisy in the classroom. Girls are described as the opposite. They mature more quickly, are able to focus in school, are more motivated and able to sit still and work effectively. One teacher feels uncomfortable in speaking about gender differences in behavior, and most teachers think that these differences are cultural and social, not biological. Even so, all teachers seem to have thought about gender differences and can name many. Generally the teachers seem quite aware of the order of the discourse that is what is okay to say about gender differences and pupils with SEN and what is not.
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The ethics of enhancement of intellectual abilities in children : a risk of creating 'superhuman' disabled?Krutzinna, Jenny January 2017 (has links)
Human enhancement continues to be hotly debated by both 'professionals' and academics, and increasingly also by the general public. This is no surprise, given that the idea of making human beings better - individually and collectively - has existed for centuries. Parents appear to be especially receptive to new ways of improving the qualities of their offspring - first and foremost their cognitive abilities - in the hope of giving them the best life possible. At the same time, children as not-yet autonomous persons are vulnerable to the decisions made on their behalf. This dynamic has led to a long-running philosophical debate about the moral permissibility of paediatric enhancement. Unfortunately, this debate has somewhat stalled at the point of disagreement on general permissibility, with both sides strongly relying on the notion of well-being to support their respective positions. Rapid progress in the sciences, including the development of the new CRISPR-Cas9 technique, holds much promise for effective cognitive enhancement in children, and this makes proper ethical assessment an urgent matter. Arguing that enhancement is here to stay and that prohibition is not a feasible option in a globalised world, I suggest that the debate should instead focus on what cognitive enhancement in children is likely to mean for the welfare of children. Addressing the question of whether enhancement of intellectual abilities in children is likely to lead to the creation of 'superhuman' disabled children - that is, children with superior or even yet-unseen cognitive capacities but a disability in some other sense (medical, social or both) - I draw on evidence from various fields, including education, law, disability studies and sociology, to demonstrate that the positive effect of cognitive ability on individual well-being is frequently overestimated and can thus not serve as a moral justification for cognitive enhancement. Furthermore, the current legal environment with regard to children with higher intellectual abilities gives cause for concern about the well-being of future cognitively enhanced children and urges us to address prevailing shortcomings in educational provision before deliberately engaging in the creation of more cognitive potential. Suggesting that any moral judgment about cognitive enhancement should focus strongly on the ends pursued, I argue that the welfare of children is endangered not so much by the new possibilities and methods of enhancement as by the failure to fully appreciate children's need for the provision of appropriate opportunities to match their individual abilities.
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