The subject of our paper is as follows: Special competencies of primary school teachers in integrated teaching conditions. Recently, discussions on integration of pupils with special needs into general education schools have become an important issue. Interviews with teachers demonstrate that teachers are not prepared to accept such pupils in their classes. This issue was discussed by many scholars such as J. Ambrukaitis (2002, 2004, 2005), A. Galkienė (1999, 2003, 2005), B.Valkaitienė (2004), J.Ruškus (2000, 2001, 2002), and others. Most attention was given to the defining of competencies of the teachers who work with pupils having special needs, whereas little attention was given to primary school teachers who provide the first knowledge and the basis for the pupils’ effective interpersonal communication. The problem analysed in our paper is as follows: the special competencies of the primary school teachers who work with heterogeneous forms, which are important for the education of pupils with special needs. In order to analyse the above-mentioned problem, the following goal was set: to define the special competencies which have to be demonstrated by primary school teachers who work in integrated education conditions.

Work takes up a specific place in everyone’s life. Especially, in a life of a man with the disability. Complete integration of a disabled man – it is integration to the professional practice in a first place. Work is basement of the life for a such people. Future of the pupils, with the disabilities, depends from the trade, they will gain. Practice lessons are used for this at school. The subject of this research – point of the view of the teachers of a practice lessons to the working education under integrated teaching conditions. Objective point of this work is to investigate point of the view of the teachers of a practice lessons to the working education under integrated teaching conditions. Nonfiction is reviewed and interpreted and documents of the educational system are analysed in a theoretical part of this work. There was interviewed 20 respondents during the research time. Ten questions were given to the educators on the effect to study preparation of the teachers of a practice lessons to work under integrated teaching conditions, content of the subject training, influence of the teachers to the professional preparation of the pupils. Point of the view to the work of the pupils with the disabilities was investigated too. There was given forty additional questions for the further research as well. Results of the investigation reflected, that: - Teachers of the secondary schools are not fully prepared for the education of the disabled pupils. A lot of educators... [to full text]

The purpose of this study is to examine integration in such a manner as to determine its true meaning, to analyze critically its ability to meet the challenge and produce the goals which society and the teacher have set up, and to conclude whether the utilization of integration, as conceived by the writer, will develop the child's capacity of self-expression, encourage critical thinking, develop individual aptitudes, and help him make wholesome adjustments to the group.

Tyrimas atliktas, siekiant atskleisti mokyklos bendruomenės požiūrį į specialiųjų poreikių vaikus, atskleidžiant jų patiriamus sunkumus, tarpusavio bendravimo ypatumus. Siekiant šio tikslo, buvo tiriami Vilniaus rajono mokyklų 7-9 klasių moksleiviai bei mokyklos bendruomenė. Buvo siekta išsiaiškinti, ar pasyvus specialiųjų poreikių vaikų dalyvavimas šių dienų integruotoje klasės bendruomenėje, ar jie jaučiasi vieniši, ar iš negalią turinčių vaikų dažnai tyčiojamasi, ar jie erzinami, ar specialiųjų poreikių vaikai gali tapti atpirkimo ožiais. Apibendrinant tyrimo metu gautus duomenis, galima teigti, kad specialiųjų poreikių vaikai dažnai patiria patyčias bei bendravimo sunkumus su bendraamžiais, sunkiai prisitaiko klasėje. Kartais patys specialiųjų poreikių vaikai provokuoja konfliktines situacijas. Dėl minėtų veiksnių vaikai, turintys negalią, neretai išgyvena įtampą, o tai trukdo jiems sėkmingai adaptuotis mokykloje. Kad vyktų sėkminga integracija, mokykloms reikėtų dėti daugiau pastangų darbui su specialiųjų poreikių mokiniais, klasės auklėtojai turėtų tarpininkauti įvairiose situacijose, ugdyti specialiųjų poreikių vaikų bendravimo ir konfliktų sprendimo įgūdžius, formuoti tolerancijos nuostatas klasėje. / The research was carried out to identify school community’s attitude to children having special needs, revealing difficulties they usually experience and peculiarities of communication among them. Students from 7-9 forms and school’s community from the region of Vilnius were interviewed in order to achieve this purpose. The aim of this research was to find out if the behavior of children having special needs is passive in integrated community of the class, if they feel lonely, if disabled children are often laughed at, if they are often teased, if blame is often put on children having special needs. Summarizing the results of the research, it would be possible to argue if children having special needs experience difficulties in communicating with others and are teased or face some difficulties while adapting to the class. Sometimes children having special needs provoke conflict situations. Due to the mentioned factors, disabled children often experience stress, which prevents them from successful adaptation to school. For a successful integration, schools should put more effort in working with children having special needs, the headmasters of the class should become mediators in different kind of situations, encouraging children’s having special needs communication, developing skills which would help to resolve conflict situations as well as developing tolerance in the class.

Este trabalho tem como problema central verificar se a integração do ensino médio facultada pelo Decreto n. 5.154/04 poderá constituir-se, ainda que sob os limites do capitalismo, num caminho que contribua para a concretização de uma concepção educacional voltada para a politecnia, tomando como referência a legislação educacional brasileira, no que diz respeito ao ensino médio e à educação profissional técnica de nível médio a partir da promulgação da LDB n. 9.394/96 e, tendo como foco principal de análise as disposições do Decreto n. 5.154/04 e as circunstâncias que eventualmente contribuem para que ele se constitua no caminho referido. Seu objetivo é analisar a precariedade, as limitações de alcance, mas também, as possibilidades do decreto como caminho alternativo na construção de outra concepção educacional, na perspectiva de superação do modelo vigente de inspiração neoliberal. O pressuposto ponto de partida é de que uma fundamentação teórico-metodológica, epistemológica e ético-política calcada na formação omnilateral e/ou politécnica que alcance significativamente os fóruns docentes, no âmbito do ensino médio e da educação profissional técnica de nível médio, dá suporte para que o Decreto n. 5.154/04 constitua-se de fato, numa possibilidade de travessia rumo à superação da concepção educacional de matiz neoliberal. No entendimento de que isso, todavia, não é algo que possa ocorrer espontaneamente, pelo contrário. Entendendo que a possibilidade dessa travessia implica uma intencionalidade e a disputa de um projeto que é também social. Uma preocupação se revela recorrente ao longo do trabalho: o que fazer? Face à opacidade do tempo presente pródigo em reduzir o oxigênio das nossas esperanças, em exaurir a possibilidade de se conceber uma sociabilidade que, diferente desta, tenha o homem como centro, agir de que maneira? E, principalmente, como propor uma ação que não pareça histriônica, descolada das atuais condições de tempo e espaço? Ao otimismo da vontade, ainda que face ao pessimismo da razão do pensamento gramsciano somamos utopia e poesia na expectativa de tornarmos a dimensão da transcendência mais tangível. Para lembramos que o homem pode ser maior do que o acabrunhado papel para ele determinado pelo sistema dominante. Com a intenção de dialogarmos com as experiências que se dão no chão das escolas, realizamos uma pesquisa intencional no campo empírico e através de dados colhidos junto a dirigentes e professores de três instituições da rede federal de educação tecnológica, de três unidades da federação, procuramos confrontar as informações obtidas com os principais argumentos apresentados no trabalho. / The main problem of this work is to verify if the school integration provided by Decree number 5.154/04 may be managed, even under the limits of capitalism, in a way that contributes to the achievement of an educational concept aimed at the polytechnic, with reference to the Brazilian educational legislation, with regard to secondary and technical education after the promulgation of the Educational Law number 9394/96 and, with the main focus of analysis of the provisions of Decree number 5.154/04 and circumstances that may contribute for it to provide the path above. The work aims at analyzing not only the precariousness and the limitation, but also the possibilities of the decree as an alternative way to build another educational concept with a view to overcome the force of neoliberal model. The starting point is the assumption that a theoretical-methodological, epistemological and ethical fundament grounded in the omnilateral training and / or polytechnic that significantly achieves the teachers forums in high school and technical school give support for the Decree 5.154/04 itself to constitute a possibility of overcoming the educational concept of neo-liberal tinge. However, understanding that is not something that can occur spontaneously. We have to understand that the possibility of this way implies intentionality and a dispute over a project that is also social. One concern is revealed repeatedly throughout the work: what should be done? Given the opacity of the time in reducing the oxygen of our hopes in order to exhaust the possibility of conceiving a sociability that, unlike this, has the man as the center, how should we act? And especially, how can we propose an action that does not seem histrionic, disconnected from current conditions of time and space? To the optimism of the will, even against the pessimism of the reason we add Gramsci's thought and poetry in the utopian expectation of becoming the most tangible dimension of transcendence in order to remember that man can be greater than the vexed role given to him by the dominant system. With the intention to dialogue with the experiences that take place in "ground school", we conducted an intentional search field and through empirical data collected from directors and teachers from institutions of the federal network of technologic education three units of the federation we compare the information obtained with the main arguments presented in the study.

Este trabalho tem como problema central verificar se a integração do ensino médio facultada pelo Decreto n. 5.154/04 poderá constituir-se, ainda que sob os limites do capitalismo, num caminho que contribua para a concretização de uma concepção educacional voltada para a politecnia, tomando como referência a legislação educacional brasileira, no que diz respeito ao ensino médio e à educação profissional técnica de nível médio a partir da promulgação da LDB n. 9.394/96 e, tendo como foco principal de análise as disposições do Decreto n. 5.154/04 e as circunstâncias que eventualmente contribuem para que ele se constitua no caminho referido. Seu objetivo é analisar a precariedade, as limitações de alcance, mas também, as possibilidades do decreto como caminho alternativo na construção de outra concepção educacional, na perspectiva de superação do modelo vigente de inspiração neoliberal. O pressuposto ponto de partida é de que uma fundamentação teórico-metodológica, epistemológica e ético-política calcada na formação omnilateral e/ou politécnica que alcance significativamente os fóruns docentes, no âmbito do ensino médio e da educação profissional técnica de nível médio, dá suporte para que o Decreto n. 5.154/04 constitua-se de fato, numa possibilidade de travessia rumo à superação da concepção educacional de matiz neoliberal. No entendimento de que isso, todavia, não é algo que possa ocorrer espontaneamente, pelo contrário. Entendendo que a possibilidade dessa travessia implica uma intencionalidade e a disputa de um projeto que é também social. Uma preocupação se revela recorrente ao longo do trabalho: o que fazer? Face à opacidade do tempo presente pródigo em reduzir o oxigênio das nossas esperanças, em exaurir a possibilidade de se conceber uma sociabilidade que, diferente desta, tenha o homem como centro, agir de que maneira? E, principalmente, como propor uma ação que não pareça histriônica, descolada das atuais condições de tempo e espaço? Ao otimismo da vontade, ainda que face ao pessimismo da razão do pensamento gramsciano somamos utopia e poesia na expectativa de tornarmos a dimensão da transcendência mais tangível. Para lembramos que o homem pode ser maior do que o acabrunhado papel para ele determinado pelo sistema dominante. Com a intenção de dialogarmos com as experiências que se dão no chão das escolas, realizamos uma pesquisa intencional no campo empírico e através de dados colhidos junto a dirigentes e professores de três instituições da rede federal de educação tecnológica, de três unidades da federação, procuramos confrontar as informações obtidas com os principais argumentos apresentados no trabalho. / The main problem of this work is to verify if the school integration provided by Decree number 5.154/04 may be managed, even under the limits of capitalism, in a way that contributes to the achievement of an educational concept aimed at the polytechnic, with reference to the Brazilian educational legislation, with regard to secondary and technical education after the promulgation of the Educational Law number 9394/96 and, with the main focus of analysis of the provisions of Decree number 5.154/04 and circumstances that may contribute for it to provide the path above. The work aims at analyzing not only the precariousness and the limitation, but also the possibilities of the decree as an alternative way to build another educational concept with a view to overcome the force of neoliberal model. The starting point is the assumption that a theoretical-methodological, epistemological and ethical fundament grounded in the omnilateral training and / or polytechnic that significantly achieves the teachers forums in high school and technical school give support for the Decree 5.154/04 itself to constitute a possibility of overcoming the educational concept of neo-liberal tinge. However, understanding that is not something that can occur spontaneously. We have to understand that the possibility of this way implies intentionality and a dispute over a project that is also social. One concern is revealed repeatedly throughout the work: what should be done? Given the opacity of the time in reducing the oxygen of our hopes in order to exhaust the possibility of conceiving a sociability that, unlike this, has the man as the center, how should we act? And especially, how can we propose an action that does not seem histrionic, disconnected from current conditions of time and space? To the optimism of the will, even against the pessimism of the reason we add Gramsci's thought and poetry in the utopian expectation of becoming the most tangible dimension of transcendence in order to remember that man can be greater than the vexed role given to him by the dominant system. With the intention to dialogue with the experiences that take place in "ground school", we conducted an intentional search field and through empirical data collected from directors and teachers from institutions of the federal network of technologic education three units of the federation we compare the information obtained with the main arguments presented in the study.

The global community is experiencing an increasing number of disasters that ranges from earthquakes, floods, storms, epidemics, fires, landslides, hurricanes, tsunamis and social conflicts that result to loss of life and properties. South Africa is dominated by localised incidents, such as wild fires, seasonal flooding, droughts and accidents in the mining industry. Resource-poor communities such as those residing in many parts of South African informal settlements, currently live with a range of stresses and risks including climate risks, HIV/AIDS and access to insecure land. While disaster relief has been at the forefront for quite a long time, communities are increasingly looking at disaster risk reduction as the best solution to safeguard human lives and property. Scholars and policy makers are relying on disaster preparedness and resilience as strategies to ensure disaster risk reduction. Disaster education has emerged as a pinnacle for both the preparedness and resilience by teaching communities about the prevalence of hazards and associated vulnerabilities. The aim of this investigation was to determine how education in particular, curriculum and instructional design contributes to learners’ awareness of hazards and disasters. A mixed method research was used to address the question combining questionnaires, interviews and document study as data collection strategies. The questionnaires were distributed to 150 educators from schools located in informal settlements of Ivory Park in Gauteng, Brits in North West Province, Isipingo in KwaZulu-Natal, Bizana in the Eastern Cape and Khayelitsha in the Western Cape. Interviews were conducted with 5 curriculum specialists, 3 disaster specialists and 2 disaster lectures. The findings of the investigation is that the South African National Curriculum Statements explicitly prescribe hazards and disaster learning outcomes only for Grade 7 Social Science and is silent in other grades and learning areas. Some scholars pointed out that there is no adequate translation of curriculum policy provisions to classroom practice in South Africa, which raises questions on the extent to which learners from South African schools are taught about hazards and disasters as prescribed in the National Curriculum Statements. The investigation also found that educators are overburdened with administrative work and would not be in the position to collaborate with one another to develop learning programmes and to teach indigenous knowledge or hazards and disasters. In this study, it is argued that for education to make effective contribution to learners’ awareness of hazards and disasters, the national curriculum should focus on the broad learning outcomes used as guideline to develop learning programmes for disasters and hazards that are provincial, district and local areas specific. The development and teaching for hazards and disasters should be specified in all grades across all learning areas. Another argument presented in this study is that the National Disaster Management Centre should play a crucial role in mobilising other stakeholders involved in disaster risk reductions to develop learning programmes as they have hands-on experience of managing disasters so that alleviate the burden for educators to be gathering data for learning programme development. / Thesis (PhD)--University of Pretoria, 2011. / Humanities Education / unrestricted

The purpose of this research overview is to analyze previous research and see how theeducational approach Content and Language Integrated Learning (CLIL) has affected students’ language development and subject knowledge. The study is aimed at the Swedish upper secondary school and focuses on language learning and knowledge development in the subject of ´History. The paper is based on the research question: How has the CLILapproach been implemented in history education for the purpose of promoting students’language development as well as subject knowledge, and how is this perceived from a teacher- and student perspective? Several search engines were used for the gathering of research articles for this overview, such as; ERIC, SWEPUB, Libsearch and to a small extent Google Scholar. In order to find the most relevant data, several inclusion and exclusion criteria were applied to the searches. During the process of evaluating relevant articles, a smaller version of an annotated bibliography was created to speed up the work process. The research shows that there are not any clear guidelines on how effective CLILeducation should be implemented and that the subject of History does not seem to benefit from the implementation of it. However, most researchers agree that further investigation regarding the content-part of CLIL is needed to get an understanding of how the implementation of such educational approaches affect both language development and subject knowledge.

Denna studie syftar till att undersöka hur lärare arbetar med undervisningsinnehållet skala och deras syn på ämnesintegrering mellan teknik och matematikämnet i svensk grundskola 2017. Studien fokuserar på skala i betydelsen storleksförhållande, men omfattar även till viss del andra betydelser som kan anses vara av vikt för ämnesintegrerande arbete. Lärarna som svarat på studiens enkätfrågor uttrycker till övervägande del att ämnesintegrering är till gagn för elevers lärande, men att lärare sällan får tid till god planering och genomförande av undervisningen när den skall samplaneras mellan olika lärare. Matematiklärare som deltagit i studien, nämner att de använder exempel med kartor och ritningar vid undervisning av skala men i mindre utsträckning att de arbetar ämnesintegrerat med lärare i geografi, idrott och hälsa, slöjd eller teknik. Ingen av respondenterna nämner ämnesintegrerande arbete där elevernas kunnande om skala kan bedömas gemensamt i flera ämnen, inte heller att eleverna skall vara så förtrogna med det att de utan hjälpmedel kan använda skala på rätt sätt. Respondenternas svar angående elevernas kunnande om skala har delats upp i de fyra kunskapsformerna fakta, förståelse, färdighet och förtrogenhet. Lärarna har skrivit att eleverna skall veta att skala används för att visa proportionell förstoring/förminskning, för att avbildningar som kartor och ritningar inte alltid kan göras i naturlig storlek. Eleverna skall veta hur och kunna räkna med skala samt rita skalenligt men enkätsvaren visade inte exempel på kunskapsformen förtrogenhet. / This study aims to show teachers view on the subject content scale as it is used in technology and mathematics in Swedish compulsory school, year 2017. Focus is on the word scale (in Swedish, skala) as it is used in mathematics meaning a ratio of dimension of a model to the corresponding original dimension, but will to some extent cover other Swedish definitions of the same word used in connection to integrated subject teaching. Most of the teachers, participating in this study, express that integrated subject teaching is positive for students learning. But in the same time they mention lack of time for good planning and implementation in connection with cooperation with other teachers. Teachers of mathematics, participating in this study, mention that maps and drawings are used in connection to tutoring on scale, but in lesser extent that they cooperate with teachers in geography, physical education and health, craft or technology. None of the respondents, mention subject integration were the students’ knowledge of scale are being assessed crosssubjects. Neither do they mention that pupils shall be as conversant that they are able to calculate scale in correct manner, without aid. The respondents’’ answers regarding students’ knowledge on scale have been divided in four different forms: facts, understanding, skills, familiarity and accumulated experience. According to the answers regarding educational aim with the subject content scale, provided by the respondents, pupils shall know that it is used to show proportional enlargement/decrease because visualisations, like maps and drawing cannot be done in natural size. The pupils shall know how to calculate with scale as well as how draw in scale but the answers do not show examples of how familiarity with scale a student need to be.

Darbe atlikta teorinė darbo analizė ir iškelta hipotezė: inovatyvių metodų taikymas muzikinio ugdymo procese sudaro tinkamas prielaidas sutrikusio intelekto (SI) vaikų gebėjimų lavinimui ir savivertės plėtotei. Anketinės apklausos metodu atliktas tyrimas, kurio tikslas – nustatyti 8-10 metų SI mokinių inkliuzijos galimybes muzikinio ugdymo procese. Tyrime dalyvavo tėvai, auginantys sutrikusio intelekto vaikus, pedagogai ir mokiniai. Empirinėje dalyje nagrinėjamas SI mokinių muzikinis ugdymas namuose, pamokose ir popamokinėje veikloje. Atlikus tyrimą nustatyta, kad šiuo metu vykdoma neįgaliųjų integracija pilnai neišnaudoja galimybių, kurias švietimo kaitos dokumentų kontekste galėtų teikti SUP turinčių vaikų muzikinis ugdymas. Lieka dar daug neišnaudotų rezervų, kuriuos deramai pasitelkus būtų sudarytos prielaidos neįgaliesiems išreikšti save, didžiuotis, kad yra tokia sritis, kurioje ir jie gali save realizuoti. Ugdomojo proceso metu praktikoje buvo patvirtintas Asmeninės prasmės (APM, autorius A. Piličiauskas) ir Emocinio imitavimo (EIM, autorė L. Navickienė) metodų taikymo SI vaikų muzikinio ugdymo procese galimybės. Tyrimo metu įgyvendinta siekiamybė – skatinti ugdytinių tarpasmeninį bendravimą muzikinio ugdymo procese kaip svarbią jų asmenybės tapsmo prielaidą. Sėkmingas užsibrėžtų uždavinių įgyvendinimas leidžia teigti, kad tyrimo Įvade numatyta hipotezė pasitvirtino. / In this paper work the theoretical analysis has been carried out and the hypothesis has been raised: the application of innovative methods in the process of teaching music forms appropriate conditions for mentally disordered children to develop their skills and self value. The research has been carried out using the questionnaire to define the possibilities of inclusion in the process of teaching music of 8-10-year-old mentally disordered children. In this research have taken parents who raise mentally disordered children, also teachers and students. In the empirical part the author researches teaching mentally disordered children music at home, during the lessons and in after school activities. The research has shown, that the integration of disordered people has not used all the possibilities, which can be given by teaching music children with special needs in the context of educational changes. Still, a lot of reserves remain, which can be effectively used to give the possibility for disabled to express themselves and to be proud of having the sphere they can realize themselves. During the teaching process it has been practically proved the possibilities of application of Personal sense (author A.Piliciauskas) Emotional imitation (author L.Navickiene) methods in the process of teaching music mentally disordered children. During the research the aim has been achieved – to encourage the inter-relationship of students in the process of teaching music as an important... [to full text]