Thesis (M. Ed. (Community and Continuing Education)) -- University of Limpopo, 2015 / The purpose of this study was to identify the educational needs and assets of language educators for teaching vernacular reading. A qualitative research study was conducted to examine what educators have and need to teach Sepedi reading skills at Mashiloane Higher Primary School and Tours Junior Primary School. Six vernacular teachers participated in the study. The teachers were assisted in identifying the educational needs and assets for teaching learners to read Sepedi. The study has highlighted the areas where language educators need support in order to teach vernacular reading proficiently. The study revealed a lack of Sepedi reading material and adequate training for vernacular teaching in both schools, especially in the Foundation Phase. The educational assets for vernacular language teachers were also assessed. Chapter two outlines the theoretical framework and defines key concepts. Assumptions were formulated about what teachers need to proficiently teach reading of a vernacular language. These include issues such as adequate training, Sepedi reading materials and sufficient space in the classrooms, among others. Chapter three outlines the research methodology. It clearly explains the research design, data collection and data analysis. This study was purely qualitative and took the form of a case study. This enabled a detailed and intensive study of the case as it exists in its physical setting. Data collection included document analysis, observations, one-on-one interviews and focus group discussions. A data matrix was used in the analysis of data. Chapter four constitutes the presentation and analysis of the findings of the study. The milieu and physical location of the schools are also described. The chapter further outlines both the educational needs and assets of the two schools for teaching reading in a vernacular language, i.e Sepedi. Chapter five presents the conclusions from the outlined educational needs and assets from the two schools. The recommendations, which might assist in the creation of a Sepedi-reading culture, are based on the findings. Included in this chapter are reflections on the research process. Recommendations are made for further research towards developmental programmes for Sepedi teachers in the primary schools of Limpopo.

No / Purpose: The European Academy of Allergy and Clinical Immunology (EAACI) has produced Guidelines on Allergen Immunotherapy (AIT). We sought to gauge the preparedness of primary care to participate in the delivery of AIT in Europe. Methods: We undertook a mixed‐methods, situational analysis. This involved a purposeful literature search and two surveys: one to primary care clinicians and the other to a wider group of stakeholders across Europe. Results: The 10 papers identified all pointed out gaps or deficiencies in allergy care provision in primary care. The surveys also highlighted similar concerns, particularly in relation to concerns about lack of knowledge, skills, infrastructural weaknesses, reimbursement policies and communication with specialists as barriers to evidence‐based care. Almost all countries (92%) reported the availability of AIT. In spite of that, only 28% and 44% of the countries reported the availability of guidelines for primary care physicians and specialists, respectively. Agreed pathways between specialists and primary care physicians were reported as existing in 32%‐48% of countries. Reimbursement appeared to be an important barrier as AIT was only fully reimbursed in 32% of countries. Additionally, 44% of respondents considered accessibility to AIT and 36% stating patient costs were barriers. Conclusions: Successful working with primary care providers is essential to scaling‐up AIT provision in Europe, but to achieve this, the identified barriers must be overcome. Development of primary care interpretation of guidelines to aid patient selection, establishment of disease management pathways and collaboration with specialist groups are required as a matter of urgency.

Yes / There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.

The focus of this study was to examine the past educational experiences women entrepreneurs had that related to the operation of their businesses in an incubator setting. The study also examined educational needs not adequately addressed for women entrepreneurs in this setting. Data were gathered by participant interview methods using a qualitative research approach. Twenty subjects were selected for individual interviews. They were located through personal contact upon recommendation of the managers or executive directors of business incubator facilities. Interview questions addressed business, computer, oral and written communication, and general educational experiences related to their businesses as well as perceived educational needs. In addition, eight incubator managers where the subjects' businesses were located were also interviewed to determine their perceptions of the entrepreneurs' educational needs. Demographic information was obtained from the subjects as to age, previous business experience, educational experiences, degrees earned, professional certification, and other education. Their previous occupations as related to their present business enterprises were also obtained. Taped responses to the interview questions were transcribed, verified, and examined for similarities and differences. A profile of the 20 female entrepreneurs who had their businesses located in a business incubator facility emerged. They had a mean age of 43 years, had worked for a number of years before making the decision to go into their own businesses, and had diverse educational backgrounds ranging from high school graduation through the Ph.D. degree. Their business experiences varied widely. A common concern of the 20 subjects interviewed was lack of computer knowledge and experience. This concern surfaced regardless of prior course work completed. Also, development of additional accounting, communication, and marketing skills emerged as educational needs. Course structure of available courses was a concern. Courses offered on an intensive basis were needed. Further, the interviewees felt that considerable time could be saved by having course work and seminars taught on-site at the incubator facility. Coursework geared to small businesses so that the material and information obtained would have a direct application to their endeavors was desired. In addition, having a computer center within the incubator facility was identified as needed by the female entrepreneurs. / Ed. D.

Darbo autorius: Rūta Butkevičienė Darbo tema: Pedagogų požiūris į specialiųjų poreikių mokinius bendrojo lavinimo mokykloje Darbo rengimo vieta: Lietuvos žemės ūkio universitetas. Profesinės pedagogikos ir psichologijos katedra. Akademija, 2008 metai. Darbo apimtis: 64 psl. Darbe yra: 3 lentelės, 20 paveikslų, 3 priedai. Literatūros šaltinių: 56 Tyrimo objektas: Kėdainių rajono pedagogų požiūris į specialiųjų poreikių mokinių situaciją bendrojo lavinimo mokyklose. Tyrimo metodai: 1. Literatūros šaltinių analizė 2. Anketinė apklausa 3. Ekspertinė apklausa 4. Statistinė duomenų analizė Tyrimo rezultatai: Buvo nustatyta, kad Kėdainių rajono bendrojo lavinimo mokyklų pedagogai kelia savo kvalifikaciją specialiųjų poreikių mokinių ugdymo klausimais, teigiamai vertina mokinių su negalėmis pastangas ir pasiekimus, išreiškia pozityvią nuostatą į specialiųjų poreikių mokinių ir jų bendraamžių buvimą kartu. Neigiamai vertinamas specialiųjų poreikių mokinių tėvų ir pedagogų bendradarbiavimas bei aplinkos pritaikymas mokiniams turintiems negalių. / Author of the study: Rūta Butkevičienė Study topic: Educator‘s attitude in the comprehensive school to schoolchild‘s having special educational needs Location: Lithuanian Agricultural University. Chair of Professional Pedagogy and Psychology. Akademija, 2008. Size of study: 64 pages. Study contains: 3 tables, 20 pictures, 3 annexes Sources of literature: 56 Object of study: Attitude of Kėdainiai area educator‘s to situation of schoolchild‘s having special educational needs in the comprehensive schools. Research methods: 1. Analysis of sources of literature 2. Questionnaire 3. Expert poll 4. Statistics analysis Results of research: It was establisched that educators of comprehensive schools of Kėdainiai area raises their qualification about schoolchild‘s having special educational needs, positively value efforts and achievements of schoolchild‘s having disability puts positive attitude to being together of schoolchild‘s having special needs and their contemporaries. Negative attitude to cooperation of educators and parents of schoolchild‘s having special needs also adaptation of ambience for such schoolchild‘s.

1 ABSTRACT The diploma thesis deals with the analysis of the educational needs of adults in professional education, specifically focuses on the analysis of the educational needs of grammar school teachers, which the student choses for the implementation of research. Today, the further education of pedagogical staff is a much-discussed topic, as one of the goals of the Strategie 2030+ document is to transform schools into learning organizations. But before a educational program can be determined, educational needs must be analyzed and identified. Therefore, the aim of the diploma thesis is primarily to analyze and identify the educational needs of grammar school teachers and then to design a program for their implementation. The work is divided into theoretical and empirical part. The theoretical part is based on the study of professional literature and other available sources. It deals with the definition of basic concepts related to the topic, competencies, self-education, further education of teachers, issues of adult education, motivations and barriers in adult education, lifelong learning, educational needs, especially their analysis and last but not least the teaching profession, the prestige of the profession, personalities of teachers and contemporary teacher education. The practical part is then...

KRISTÝNA JEŽILOVÁ THE ROLE OF A TEACHING ASSISTANT IN PRIMARY SCHOOL ABSTRACT The thesis is about the profession of a teaching assistant and his interaction with pupils with special educational needs. It deals with what is the role of a teaching assistant during a teaching and how he helps pupils with special educational needs. The theoretical part explains important concepts which are crucial for this proffesion, that means joint learning, who the teaching assistant actually is and what he needs for his work and who are students with special educational needs. The practical part tries to outline the work of the teaching assistant by means of qualitative research. I was interested in how this work is viewed by assistants themselves, which I try to find out by means of research methods - interview and observation. On the basis of the results of the research, the conclusion of the investigation is elaborated, where all gained knowledge is summarized. The aim of the thesis is to find out what role the pedagogical assistants play and how they help pupils with special educational needs, how their assistants see their work, how their opinion on this profession differs and what it is the same.

Studien tar avstamp i de livliga diskussioner om specialpedagogens roll, uppdrag och arbetsuppgifter som förekommer i bland annat pedagogisk litteratur, tidskrifter och digitala forum. Syftet med studien är att belysa vilka arbetsuppgifter en specialpedagog, verksam inom förskola, grundskola och gymnasieskola i Sverige, bör utföra. Studien har en kvantitativ ansats och data samlades in med hjälp av anonyma digitala enkäter som besvarades av examinerade specialpedagoger. Resultatet visar att specialpedagoger är eniga om att en mångfald av arbetsuppgifter bör ingå i uppdraget. Resultatet visar också att specialpedagoger blir ombedda att utföra många arbetsuppgifter som de inte anser borde ingå i deras uppdrag. Av studien framgår att specialpedagoger önskar en tydligare rolldefinition och de lyfter rektors betydelse för detta. Studien kan utgöra ett bidrag till debatten om rollen och bidra till att klargöra behovet av tydliggjorda roller samt i förlängningen leda till ökad samsyn kring rollerna i skolan. / The study is based on the lively discussions about the special educational needs coordinator's role, assignments and tasks that occur in educational literature, journals and digital forums among others. The purpose is to shed light on which tasks a special educational needs coordinator, active in preschool, primary school and upper secondary school in Sweden, should perform. The study has a quantitative approach and data was collected using anonymous digital surveys. The respondents were graduated special educational needs coordinators. The result shows that special educational needs coordinators agree that a variety of tasks should be included in the assignment. The result also shows that they are asked to perform many tasks that they do not consider should be included in the assignment. The study shows that the special educational needs coordinators want a clearer role definition and they emphasize the importance of the principal in this. The study can constitute a contribution to the debate about the role, help to elucidate the need for clarified roles and in the long run lead to increased consensus about roles in school.

Bakalauro darbe analizuojami VIII klasių nedidelių specialiųjų ugdymosi poreikių turinčių mokinių, besimokančių bendrojo lavinimo mokykloje, matematikos gebėjimai bei raštingumas. Suformuluota hipotezė, jog tikėtina, kad nedidelių specialiųjų ugdymosi poreikių turinčių mokinių, besimokančių bendrojo lavinimo mokykloje, matematiniai gebėjimai atitinka Nacionalinio mokinių pasiekimų tyrimo testų vertinimo instrukcijoje aprašytą patenkinamą pasiekimų lygmenį. Tyrime dalyvavo 40 VIII klasių nedidelių specialiųjų ugdymosi poreikių turintys mokiniai, besimokantys bendrojo lavinimo mokyklose. Kontrolinio matematikos testo metodu tirta, kaip nedidelių specialiųjų ugdymosi poreikių turintys mokiniai geba pritaikyti turimas matematikos žinias, spręsdami uždavinius ir kokie yra jų gebėjimai. Tyrimu nustatyta, kad VIII klasės nedidelių specialiųjų ugdymosi poreikių turinčių mokinių žinios ir gebėjimai atitinka matematikos programoje nurodytus minimalius reikalavimus, tačiau šios žinios nėra tvirtos, mokiniai ne visada gebėjo jas taikyti praktinėje veikloje sprendžiant uždavinius. Todėl beveik visose užduotyse buvo daroma klaidų. Išanalizavus tyrimo rezultatus pastebėta, kad geriausiai moksleiviams sekėsi atlikti geometrijos turinio srities uždavinius, spręsti aritmetines eilutes bei kitus lengvesnio pobūdžio veiksmus, kuriuose buvo pateikti atsakymo variantai. Kiek sunkiau mokiniams sekėsi atlikti tuos uždavinius, kuriuose reikėjo skaičius kelti laipsniu, rasti pradinę prekės kainą ir... [toliau žr. visą tekstą] / Mathematic and mathematical literacy are very important parts of personality and of all society. There are things which make an influence on human daily life, work and others. These things are important in education too because schoolchildren have to know that these subjects are necessary not only now but it will be need in the future too. The bachelor work deals with schoolchildren of 8th classes and who have small special educational needs. The purpose of investigation was to explore mathematical abilities of children with small special educational needs. It is hypothesized, that probably children’s with small special educational needs who learn in comprehensive school mathematical abilities adequate achievement level of satisfactory which was written in National schoolchildren achievement, in instruction of investigation’s evaluation tests. Forty schoolchildren with small educational needs of 8th classes participated in this investigation. The respondents were selected from Šiauliai, Skuodas, Kupiškis comprehensive schools. They had to work a sums which were taken from National schoolchildren achievements investigation in 2007. The results of investigation showed that schoolchildren with small special educational needs don’t have enough information of mathematic, so their mathematical abilities are not good too. Some results of worksheet were comparable with normal schoolchildren of the same age. Results of these people were better because they were done less mistakes... [to full text]

Tyrimo aktualumas. Kiekvienas vaikas turi teisę į mokslą. Šią teisę užtikrina Lietuvos Respublikos Konstitucija, Lietuvos Respublikos Švietimo įstatymas, Specialiojo ugdymo įstatymas ir kiti teisės aktai, tačiau kai kurie vaikai gali susidurti su šios teisės pažeidimais ir sunkumais. Įgyvendinant specialiųjų ugdymo(si) poreikių mokinių integraciją į bendrojo lavinimo mokyklas, būtina siekti, kad šių mokinių teisės į mokslą nebūtų pažeistos, užtikrinant visiems mokiniams lygias mokymosi galimybes, vadovaujantis principu ,,mokykla visiems“. Magistro darbe siekiama išsiaiškinti, kokias teises specialiųjų ugdymo(si) poreikių mokiniai turi bendrojo lavinimo mokykloje ir kaip jos įgyvendinamos, su kokiomis problemomis susiduriama, kurios apribotų šių mokinių teises į mokslą. Tyrimo objektas - specialiųjų ugdymo(si) poreikių mokinių teisių į mokslą įgyvendinimas. Tyrimo tikslas - išsiaiškinti specialiųjų ugdymo(si) poreikių mokinių teisių į mokslą įgyvendinimo problemas. Tyrimo metodika. Tyrimas atliktas anketinės apklausos metodu. Parengtos dvi anketos: pedagogams pusiau uždaro tipo anketa ir specialiųjų ugdymo(si) poreikių mokiniams uždaro tipo anketa. Tyrime dalyvavo 92 aukštesniųjų klasių bendrojo lavinimo pedagogai ir 100 (4 - 10 klasių) specialiųjų ugdymo(si) poreikių mokiniai, integruoti į bendrojo lavinimo klases. Anketinės apklausos metodu tirta, ar pedagogai turi pakankamai kompetencijų ugdyti specialiųjų ugdymo(si) poreikių mokinius, koks bendraklasių požiūris šių... [toliau žr. visą tekstą] / The urgency of the research. Every child has the right to study. Although this right is based on the Constitution the Education Act of the Republic of Lithuania the Special Education Law and other laws, some of the children still face difficulties and offences of this right. While integrating pupils with special needs into the secondary schools of general education it is very important to strive not to offend this right and guarantee equal possibilities for all the children to study following the principle “school for all”. This paper for Master’s Degree aims to find out what rights pupils with special needs have in a secondary school of general education and how they are implemented, what problems are faced, and what limits the right of a pupil having special needs to get appropriate education. The main subject of the research: the problems faced while integrating pupils with special needs into the secondary schools and implementing their right to study. The objective of the research: analyse the problems of implementing the right. The approach. The research was done using the method of quistionaires. There were 2 quistionaires prepared: a semi closed type of a questionnaire for the teachers and a closed type of a questionnaire for the pupils having special needs. 92 teachers and 100 students with special needs (from the 4th to the 10th forms) integrated into the ordinary classrooms general education schools participated in the research. The research investigated teachers... [to full text]