Tyrimas atliktas Kauno apskrities kurčiųjų ir neprigirdinčiųjų ugdymo centre. Analizuota mokslinė literatūra, Centro dokumentai, anketinio klausimyno metodu apklausti šioje institucijoje dirbantys pedagogai. Atlikus tyrimą paaiškėjo, kad kitaip organizuojant patį mokymo procesą, patobulinus kai kuriuos jo elementus, mokymo procesas vyktų efektyviau. Mokymo proceso metu mokytojas susiduria su tokiomis problemomis: nepritaikyti vadovėliai; vaikai nesupranta daugelio, kartais net ir labai elementarių, aiškinamų dalykų; nesunorminta gestų kalba ir nepakankamas jos mokėjimas bei kiti sunkumai perteikiant medžiagą gestų kalba, kurie apsunkina mokymo procesą. Neigiamą įtaka taip pat daro ir tai, kad vaikai dažnai nesidomi dalyku – tuomet išlaikyti jų dėmesį ir perteikti mokymo turinį yra. Tyrimas taip pat atskleidė, kad nedrausmingi moksleiviai trukdo mokymo procesui. Nepakankamas dėmesys skiriamas plėtoti bilingvinio metodo plėtoti taikymui, siekiant, kad jis įsitvirtintų mokymo procese kaip pagrindinis, nes šitaip perteikiamas mokymo turinys yra priimtiniausias kartu mokant kurčius ir neprigirdinčius moksleivius. Norint išvengti, ar bent sumažinti šias problemas, reikėtų kuo daugiau rengti kurtiesiems ir neprigirdintiesiems pritaikytų mokymo priemonių, ypač vadovėlių. Reikėtų atsižvelgti ir į tai, kad šie moksleiviai, kaip iš prigimties bilingvistai, būtų mokomi bilingviniu metodu, kuris jiems yra tinkamiausias. Kad tai būtų galima padaryti, reikia kuo skubiau vystyti pedagogų... [toliau žr. visą tekstą] / The research was accomplished at Kaunas County Deaf and Hearing Impaired Educational Centre. Scientific literature and Centre documentation were analysed, educators working at the Centre were interviewed in method of questionnaire survey for its purpose. The research revealed that, the process of education was more successful, if the process of teaching itself was differently arranged, and some of its elements were improved. In the course of education, teachers encounter different problems: inapplicable texbooks, students unable to perceive most of, even elementary, topics, non-standardization of gestural language, or inaptitude to speak it appropriatelly, as well as other difficulties in conveying material in gestural language, aggrevate the teaching. The negative signs also occure as students often are not interested in the subject taught – it becomes especially complicated to attract and retain their focus of attention, and subsequently to convey knowledge. The research revealed, that undisciplined students intervene process of teaching. More attention should be paid to develope bilingual method, and seek to introduce it as the main in the process of teaching, as this pattern is the most acceptable to communicate knowledge to boths deaf and hearing impaired students. On purpose to avoid or at least to decrease these problems, more learning facilities, especially handbooks, for deaf or hearing impaired should be prepared. Considering these students being inherently... [to full text]

Each live organism is made to adapt to the constantly changing environment. The success of child’s integration into society, his conduct in society depends on the family and school. Frequently, excessive care by their parents prevents a disabled child from developing independency skills. One of the most important tasks for the school is to prepare an individual for independent life and seek his integration into society. The issue of developing independency of a disabled individual has not been studied in detailed yet. The object of this study is independency of the pupils with hearing impairments. The paper contains an analysis of the reference sources and findings of the study, which disclose the peculiarities of developing independency of the deaf and hard of hearing pupils during technology classes. The respondents were surveyed by test-interview methods and the data obtained were processed with the help of SPSS software. When summarizing the academic, professional and methodical literature, a model of the pupils’ independency was drafted by dividing independency into three groups of its manifestation (inquisitiveness, initiative and organization skills) and by defining technological skills by three types of skills ( planning, information collection and use, technology activities). Analysis of individual programs revealed that the teachers of technologies devote attention to the development of the pupils’ independency at the schools for deaf and heard to hear students... [to full text]

Darbo tikslas. Įvertinti kurčiųjų ir neprigirdinčiųjų patiriamo priekabiavimo darbe dažnį ir sąsajas su psichologinės savijautos rodmenimis. Tyrimo metodika. Tyrime dalyvavo 90 Kauno miesto kurčiųjų ir neprigirdinčiųjų, jų amžiaus vidurkis 39 m. (± VKN 10,40). Tyrimas atliktas anoniminės apklausos būdu 2008 m. Duomenų analizei naudotos programos SPSS 14,0 for Windows ir MS Excel. Rezultatai. 52,8 proc. kurčiųjų ir neprigirdinčiųjų patyrė priekabiavimą darbe. Dažną priekabiavimą patyrė 22,5 proc., atsitiktinį priekabiavimą darbe patyrė 30,3 proc. tiriamųjų. Dažniausiai priekabiavimą darbe kurtieji ir neprigirdintieji patyrė iš kolegų (31,1 proc.). Labiausiai paplitusi negatyvaus elgesio forma buvo, kai /duodamos betikslės užduotys ir nustatyti nerealiai trumpi terminai joms atlikti/ (2,06 ± 3,28). Net 54,4 proc. tiriamųjų pasižymėjo žema vidine darna. Žemos vidinės darnos grupėje net 85,0 proc. kurčiųjų ir neprigirdinčiųjų dažnai patyrė priekabiavim��� darbe (p=0,006 palyginus su nepatyrusiais priekabiavimo darbe). Dažno priekabiavimo grupėje net 75,0 proc. kurčiųjų ir neprigirdinčiųjų skundėsi pablogėjusiais santykiais su artimais žmonėmis (p<0,0001). 75,0 proc. tiriamųjų nustatytas potrauminio streso sutrikimas (p< 0,0001), 73,7 proc. jautė distresą (p<0,0001). Stebėtos statistiškai reikšmingos sąsajos tarp kurčiųjų ir neprigirdinčiųjų patiriamo priekabiavimo darbe ir žemos vidinės darnos bei žemo savęs vertinimo. Patyrusių dažną priekabiavimą darbe kurčiųjų ir... [toliau žr. visą tekstą] / The objective of the study . To evaluate the frequency of harassment at work among deaf and hard hearing people and the associations with their psychological state. Methods of the analysis. 90 deaf and hard hearing people from Kaunas participated in the research, average age 39 (±10,40 SD) yrs. The research was made anonymously in spring of 2008. We used SPSS 14.0 for Windows and MS Excel for data analysis. Results. 52.8 percent of deaf and hard hearing people experienced harassment at work. Frequent harassment experienced 22.5 percent, occasional harassment at work – 30.3 percent of the investigated. Most often deaf and hard hearing people experienced harassment from their colleagues (31.1 percent). The most widespread negative form of behavior was when the pointless tasks with unreal short terms of time to complete them were given (2.06 ± 3.28). Even 54.5 percent of investigated people had low sense of coherence. 85.0 percent of deaf and hard hearing people from the low sense of coherence group experienced harassment at work (p=0.006 in comparison with people who never experienced harassment at work). 75.0 percent of deaf and hard hearing people, from the group of frequent harassment at work, complained that their social relationship grew worse (p<0.0001). 73.7 percent of the investigated felt distress (p<0.0001). Significant associations between harassment at work, low sense of coherence and low self evaluation were observed Frequent harassment at work was positively... [to full text]