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1
Juliane Barros Generoso, Cibele, and Érica Cristiane Barros Moreira. "SPECIAL EDUCATION." Revista Gênero e Interdisciplinaridade 4, no. 03 (2023): 55–77. http://dx.doi.org/10.51249/gei.v4i03.1422.
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The acquisition of language is part of the historical development of human beings, it is one of the characteristics that differentiates them from other animals. Through language, subjects establish social relationships, express themselves, learn and teach, understand signs and incorporate social standards. However, there are many students who have educational needs related to learning disorders associated with language and communication. This article has the general objective of reflecting on this theme. As specific objectives, it is intended to reflect on the difference between learning problems and difficulties, and to discuss learning disorders and language acquisition. The text was prepared through a literature review, based on articles, books, periodicals, among other materials. It is concluded that the specialized educational service does not have students with learning disorders associated with language and communication as a target audience, however, education professionals, committed to inclusion, must observe and analyze the difficulties that these subjects face and seek ways to to implement a public, free, secular and quality education.
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Turko, Olha, Tatiana Olender, Maria Boyko, Olga Petryshyna, and Tetiana Rozhko-Pavlyshyn. "Formation of Preschoolers' Communicative Competence in the Conditions of Inclusive Education." Journal of Education Culture and Society 13, no. 1 (2022): 239–55. http://dx.doi.org/10.15503/jecs2022.1.239.255.
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Aim. The goal of the study is to describe the teacher’s corrective work on pre-schoolers’ sound pronunciation that is developed according to the children’s age, physiological and mental norms, and special educational needs. Methods. Four children with special educational needs participated in this experimental study. We used the method of monitoring children’s speech during various activities: play, household activity and teaching (during speech therapy classes and various types of practical language classes). Results and conclusion. Age-related features of pre-schoolers’ speech development have been identified in the study. The reasons and indicators of pre-schoolers’ speech development disorders have been described, and the ways to overcome language disorders have been found. The experimental study tested the effectiveness of articulation exercises in working with children with special educational needs in an inclusive environment, the involvement of psychologists and children’s parents to overcome speech disorders of pre-schoolers, and the use of folklore texts. Originality. In the experimental study, we observed that riddles, proverbs, ditties, tongue twisters, fairy tales, lullabies, nursery rhymes, counting rhymes, and sayings are an effective means of phonetics and articulation work, during both the speech development classes and other classes as well as during walks.
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Casby, Michael W. "National Data Concerning Communication Disorders and Special Education." Language, Speech, and Hearing Services in Schools 20, no. 1 (1989): 22–30. http://dx.doi.org/10.1044/0161-1461.2001.22.
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Samokhvalova, Anna G., and Tatyana L. Krukova. "TEENS’ COPING/NON-COPING WITH COMMUNICATION DIFFICULTIES IN A SPECIAL BOARDING SCHOOL SETTING." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 7 (2017): 104. http://dx.doi.org/10.21277/sw.v1i7.288.
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<p align="center"> </p><p>The paper focuses on teenagers` with special needs communicative stress and coping. Russia has little experience in inclusive education and adolescents with special needs (health impairments: auditory, visual, speech and motor) as a rule study in special boarding schools. Similar phenomena in typically developed teenagers (12-13 yrs old, n = 100) and their peers having visual (n = 30), auditory (n = 30), speech (n = 25) and motor (n = 15) disorders are compared: communication difficulties, stress experience and coping strategies. Results show teenagers` with special needs vulnerability and disadvantage: only part of them use resources and overcome communication difficulties successfully, while the others are not able to cope with chronic communicative stress.</p>
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Anosova, Yu P., O. V. Naumkina, and O. P. Silishchenko. "COGNITIVE-COMMUNICATIVE APPROACH TO TEACHING READING IN ENGLISH FOR APPLICANTS OF EDUCATION IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 1(20) (2021): 3–13. http://dx.doi.org/10.51707/2618-0529-2021-20-01.
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The article considers and systematizes methodology of teaching of reading at English lessons at professional pre-higher educational establishments. The different types of reading are shown. The analysis of the necessity of the cognitive-communicative approach, focused on the development of the competence of communicating at English lessons during teaching of reading, which is the basis for successful mastery of a foreign language, has been given. The inclusive education is described as an important aspect of getting education at present. Peculiarities in the approach to teaching reading to students with special educational services (SES) are revealed. The article describes certain groups of students with SES, for whom it is necessary to individualize learning tasks, taking into account their needs in the perspective of the peculiarities of learning to read in a foreign language. Namely: a group of students with speech, vision, hearing disability; a group of students with autism spectrum disorders, a group of students with attention deficit hyperactivity disorder; a group of students with cerebral palsy. Pieces of advice on methods of teaching reading in a foreign language to students with special educational services of each group are provided. The authors provided examples of exercises for the development of reading competencies such as: expressive reading aloud at different speeds, reading alternately cut text, dramatic reading, text as an answer to questions, analytical reading, text processing, highlighting the main text, categorizing the text, deriving patterns by text, text extensions and others. The article proposes the principles of elaboration of educational material, which contribute to the development of language competencies of students of polytechnic professional pre-higher institutions of Ukraine.
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Katkova, Irina, Olga Shokhova, and Angela Mottaeva. "Creating conditions for the sustainability of communicative competencies." BIO Web of Conferences 65 (2023): 10001. http://dx.doi.org/10.1051/bioconf/20236510001.
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The study is devoted to the psychological and pedagogical problems of the formation and stability of communicative competence necessary for the effective development of children with special educational needs, including severe multiple developmental disorders, the structure and features of the state of communicative competence are considered, the features leading to the inferiority of this competence are identified: the lack of formation of speech activity and its components that participate in communicative interaction between people, difficulties in determining the potential of communication skills in children with severe multiple disabilities, difficulties in determining the uniqueness of the personal and communicative development of children of the studied category at different stages of education, as well as conditions for the formation and stability of this phenomenon in children with severe multiple developmental disabilities receiving education in preschool and school periods. Among the main conditions for the stability of this phenomenon are the definition of an algorithm for the formation of communication skills in different types of activities; the presence of team communicative interaction of all subjects of the educational process. The continuity of the accompanying process is substantiated as the basis for the formation and further stable result of communicative competence in children with severe multiple developmental disorders.
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Nurymov, E. S., and N. B. Zhienbaeva. "ADVANTAGES OF DIGITAL EDUCATION FOR TEENAGERS WITH MUSCULOSPHOTAL DISORDERS." BULLETIN Series Psychology 66, no. 1 (2021): 99–103. http://dx.doi.org/10.51889/2021-1.1728-7847.18.
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Online technologies offer many positive social and behavioral opportunities for students with special needs and allow you to develop correctional and developmental programs in accordance with the age and individual characteristics of children, their state of mental and somatic health. Children with special educational needs, such as those with musculoskeletal disorders, often experience significant deficits in social reciprocity and communication skills, but these children are very sensitive to technology.
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Labinska, B., and N. Vyspinska. "Teaching Foreign Languages to Students with Special Educational Needs Syllabus for Master Students." Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 35 (January 13, 2022): 49–59. http://dx.doi.org/10.32589/2412-9283.35.2021.251181.
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Abstract. The syllabus is designed for Master students majoring in specialty 014 Secondary education, subjectspecialty 014.021 Secondary education (Language and Literature (English))”/ 014.022 Secondary education(Language and Literature (German)) / 014.023 Secondary education) (Language and Literature (French)).The purpose of the obligatory course is to provide methodological training of students for the implementationof their professional functions of a foreign language teacher in general secondary education institutions in aninclusive educational environment: communicative-educational (developing of students' language, speech andeducational-strategic competencies), developmental-educational, constructive-planning, gnostic and organizationalfunctions that are implemented by means of a foreign language in general secondary education. The course consistsof two modules: foreign languages teaching system in an inclusive educational environment and methods offorming language and speech competencies in students with special educational needs. The course focuses onthe peculiarities of the methods of foreign language communicative competence development in students withvisual and hearing impairments and autism spectrum disorders as the most numerous groups of students withspecial educational needs. The course highlights current theoretical issues of modern methods of teaching foreignlanguages to the learners with special educational needs within the New Ukrainian School scheme and practicaltraining of students to develop extracts of the lessons in foreign language competence in listening, speaking,reading, writing and lesson planning in the context of inclusive education. The syllabus offers a list of referenceson the course topics.
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Han, Wei. "The Role of Vocational Colleges in Supporting the Employment of Adolescents with Autism Spectrum Disorders." Journal of Innovation and Development 6, no. 3 (2024): 20–24. http://dx.doi.org/10.54097/96h4ys75.
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"Promoting integrated education, comprehensively improving the quality of special education, and further deepening the integration of general education, vocational education, medical rehabilitation, and information technology with special education" is one of the three major tasks and measures in the "14th Five Year Plan" for the development and improvement of special education. The concept of integrated education is a key clue to solving the current problems of low employment ability and employment difficulties for special needs children. Adolescents with autism spectrum disorder (ASD) often face practical difficulties in the employment process due to social and communication barriers. Vocational colleges have rich experience and resources in vocational education, helping adolescents with autism spectrum disorder improve their vocational skills and employment abilities through curriculum design, vocational skills training, practical training base construction, school enterprise cooperation, and other aspects. This article aims to explore how vocational colleges can utilize their educational resources and industry connections to build an effective support system, in order to promote the improvement of employment ability and social integration of adolescents with autism spectrum disorders.
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Ayasrah, Mohammad Nayef. "The Utilization Level of Computer Techniques by Teachers of Special Education Centers to Give Students with Autism Spectrum Disorders the Verbal and Non-Verbal Communication Skills." International Journal of Early Childhood Special Education 14, no. 1 (2022): 111–22. http://dx.doi.org/10.9756/int-jecse/v14i1.221015.
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The study aims to reveal utilization level of computer techniques by teachers of special education centers that give students with Autism Spectrum Disorders (ASD) the verbal and non-verbal communication skills; at H.K of Jordan. The study sample consisted of (400) male and female teachers from special education centers in Jordan for the academic year (2020/2021) and developed a questionnaire as the study tool and distributed it in two areas, represented in the verbal and non-verbal communication skills. Researchers implemented the tool on the study sample members after verifying its validity and reiability. Study results showed a meduim utilization level of computer techniques by teachers of special education centers that give students with ASD the verbal and non-verbal communication skills; at the H.K of Jordan. Results also showed nonexistence of statistically significant differences at the utilization level of computer techniques by teachers of special education centers, due to variables of gender, experience, and teachers’ qualification. The study recommended that special education teachers should be trained on the use of Computer techniques to develop verbal and non-verbal communication skills.
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Panasenko, Karina E., Lyudmila N. Voloshina, Lyudmila V. Shinkareva, and Olga G. Galimskaya. "Social-communicative manifestations of children with autism spectrum disorders in the motor activity." Perspectives of Science and Education 56, no. 2 (2022): 318–32. http://dx.doi.org/10.32744/pse.2022.2.19.
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Introduction. The relevance of the study is due to the need to find optimal opportunities and conditions for overcoming socialization deficits in children with autism spectrum disorders (ASDs). The purpose of the study is to identify the level of social-communicative manifestations in the motor activity of 5-6-year-old children with ASDs in terms of interaction with peers. Materials and methods. Children aged 5-6 from combined (n=20) and compensatory groups (n=16) of Belgorod preschool institutions took part in the pilot study. A theoretical analysis of scientific literature on the research problem was used, as well as the following empirical methods – observation of independent motor activity, diagnostic game situation "Living figures", Mann-Whitney U test. Results. The analysis of the results of monitoring children with autism spectrum disorders in the independent motor activity showed that 16 (100%) examined children are characterized by stereotypical behavior, refusal to communicate, attacks of unmotivated aggression, a feeling of fear. It has been proved that the inclusion of children with ASDs in joint motor activities with normally developed children, using the example of a game situation "Living figures", can enrich their social experience, increase the time of interaction with peers, determine its semantic field. According to the Mann-Whitney U test, a statistically significant difference (p<0.05) was found in the degree of success in solving interaction problems when comparing the results of mixed (combined) and correctional (children with ASDs) groups on two experimental methods. Conclusion. New facts of a positive impact of the inclusive space on social-communicative manifestations of children aged 5-6 with ASDs in the motor activity were revealed. The results of the study point to the need to create and implement special gaming and imitation techniques, rites, ball games to ensure psycho-emotional comfort in inclusive groups, reduce the manifestations of aggressiveness and anxiety in children with autism spectrum disorders in compensatory groups. These techniques are proposed in the adaptive gaming program and technology for its implementation "Play as you please".
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Mattison, Richard E., Kenneth D. Gadow, Joyce Sprafkin, and Edith E. Nolan. "Discriminant Validity of a DSM-IV-Based Teacher Checklist: Comparison of Regular and Special Education Students." Behavioral Disorders 27, no. 4 (2002): 304–16. http://dx.doi.org/10.1177/019874290202700410.
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Special educators are increasingly called upon to communicate with community mental health professionals about problem behaviors in terms of DSM-IV psychiatric symptomatology. The teacher version of the Child Symptom Inventory-4 (CSI-4T) is a screening instrument for DSM-IV emotional and behavioral disorders. This study used the CSI-4T to investigate the prevalence of DSM-IV symptoms in four groups of 6- to 12-year-old boys: students with E/BD who were referred for psychiatric consultation, students in special education, students referred to an outpatient clinic (42% receiving special education), and general education students. Results showed that the symptoms of attention-deficit/hyperactivity disorder and oppositional defiant disorder occurred the most commonly across the groups. The general pattern of symptom severity was, in order of decreasing severity, E/BD consultation, outpatient clinic, special education, and general education. Overall, characteristics for all groups of boys appeared consistent with clinical expectations. Findings also provide preliminary support for the discriminant validity of the CSI-4T.
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Eltyeb, Ebtihal Elameen. "Sign language in autistic spectrum disorders children: special education teachers’ attitudes and experience." International Journal of Research in Medical Sciences 11, no. 2 (2023): 459–64. http://dx.doi.org/10.18203/2320-6012.ijrms20230153.
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Background: There is evidence that sign language can help autistic children communicate more effectively. The present study aimed to assess the attitude and experience of special education school teachers toward sign language use in autistic spectrum disorder (ASD) and to explore the associated variables that influence positive attitudes. Methods: A cross-sectional study includes fifty-three teachers working with special education children. A conventional online survey was distributed to uncover the primary ideals of teachers’ attitudes toward using sign language by ASD children. The scores in the attitude domain were typically distributed and expressed as mean, then were categorized as poor (<50%), fair (50-69%), and good (≥70%). Results: More than 50 percent of the survey respondents have a level of education after graduation and 37% work in special needs education. Seventy-three percent of respondents had experience teaching ASD children, and more than half had less than five years of experience. However, about 73% received training courses in teaching ASD children, and only 37.7% had a good experience using sign language with ASD children. The overall percentage of good attitudes was 53%, which significantly correlates to gender and the number of students in the school. Conclusions: Even though sign language is a widely used form of communication for children with ASD, Sudan’s unique-education teachers still need support and training to instruct autistic students and caregivers how to use it. The teachers’ positive attitudes were significantly related to the teacher’s gender and the number of students per school.
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Bilavych, Halyna V., Nataliia М. Blahun, Oktaviia J. Fizeshi, et al. "CURRENT PROBLEMS IN COMMUNICATIVE DEVELOPMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: UKRAINIAN AND EUROPEAN SCIENTIFIC CONTEXTS." Wiadomości Lekarskie 76, no. 8 (2023): 1838–45. http://dx.doi.org/10.36740/wlek202308124.
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The aim is to analyze the current problems in communicative development of children with special educational needs. Materials and methods: The research used a number of scientific methods: general scientific (analysis, synthesis, generalization), historical, specific research, comparative-historical, and others, which ensured the selection and analysis of the source base, made it possible to determine the general trends in the study of the problem of the communicative development of the child, the achievements of Ukrainian and foreign scientists in the field of research on the language of children with special educational needs, to distinguish the common and the different in the scientific research of scientists. Conclusions: Updated studies of scientists from Ukraine, Poland, Sweden, Britain and other countries testify that communication skills are key in the language development of a preschool child, they form the basis without which the child’s further education, socialization, etc. are impossible. Meanwhile, there is no unity among scientists in their views on the nature of language disorders and their classification. The contribution of domestic and foreign authors to the study of the communicative development of a child with speech difficulties is singled out.
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Kaffemaniene, Irena, and Zivile Kulese. "WAYS OF INDIVIDUALIZATION OF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: THE EXPERIENCE OF SPECIAL PEDAGOGUES'." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 28, 2021): 37–50. http://dx.doi.org/10.17770/sie2021vol3.6410.
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Researchers shows that both in Lithuania and in other countries the education of students with autism spectrum disorders (ASD) still poses significant challenges, especially for teachers in general education schools. Thus, not only students with ASD but also their teachers need the support of special needs teachers in the educational process. However, there is a lack of research in Lithuania on the strategies used by special needs teachers to educate students with special educational needs (SEN). The research aim - to examine special pedagogues’ experience in individualizing the education of students with ASD. A theoretical analysis of the educational strategies and ways of individualized education of students with ASD has been performed. Empirical research was carried out by the method of survey of special pedagogues who have experience in educating these children. Quantitative data analysis was performed using the methods of descriptive statistics. According to the special pedagogues, the factors of individualization of education of students with ASD are the peculiarities of their learning, communication and cognitive skills of those children. The analysis of the educational goals indicated by respondents revealed their orientation towards the individualization of education, support for students participation in the educational process, etc.
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Druzhinina, Lilia A., Larisa B. Osipova, Vitaly S. Tsilitsky, Lyubov M. Lapshina, and Maria S. Korobintseva. "Professional readiness of educational professionals for individualised psychological and pedagogical support of children with severe and multiple developmental disorders." Perspectives of Science and Education 60, no. 6 (2022): 284–303. http://dx.doi.org/10.32744/pse.2022.6.16.
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Introduction. The current trends in modern education dictate the need for transformation and reconfiguration of the entire educational network; the changes are also reflected in updating the content for training specialists working in the system of special (remedial, correctional) and inclusive education. In this regard, the society and the state impose certain requirements on such specialists; one of them is continuous improvement of professional competencies, including practical knowledge of fundamentally new, individualised and individually differentiated technologies and practices of psychological and pedagogical support of children having severe and multiple developmental disorders. Purpose of the study: to identify the level of professional preparedness of specialists working in the system of remedial and inclusive education towards individualisation of psychological and pedagogical support for children with significant developmental disabilities. Research methodology and techniques. The research involved 64 specialists (special education teachers and special education psychologists from educational organisations of Chelyabinsk and Chelyabinsk region of the Russian Federation). The developed methodology included seven blocks in accordance with the professional activity goals and was aimed at identifying the level of formation of theoretical knowledge and the respondents’ readiness to practical activity along seven components: communicative, cognitive, planning, technological, methodological, perceptual, personal. PRI is the index of professional readiness to implement individual psychological and pedagogical support of preschool children with severe developmental disorders. Results. As a result of the experimental work, the respondents showed a medium level of readiness for individualisation of psychological and pedagogical support of children having serious developmental disorders (PRI=52.0%). The obtained data revealed a regularity manifested in the respondents’ orientation towards theoretical aspects of different professional activity tasks versus readiness for their practical realisation (the mean PRIt exceeds PRIp by 18.6%). Conclusions. The research results evidence the need for optimisation of the content and organisational forms of professional development for teachers realising the basic education programmes adapted for children with disabilities, due to the specialists’ insufficient preparedness to properly solve a number of professional activity tasks connected with individualisation of psychological and pedagogical support of children having severe and multiple developmental disabilities.
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GRINIENĖ, Elvyra, Antanas BAGDONAS, and Vida BLIUMBERGIENĖ. "Integration and health care of pupils with special needs in Kaunas schools." Acta medica Lituanica 18, no. 1 (2011): 30–36. http://dx.doi.org/10.6001/actamedica.v18i1.1811.
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In recent years Lithuania has been changing its education policies as regards pupils with special needs in agreement with the new legal acts regulating these needs and the ways of meeting them. Aim of the study was to analyse the diversity of disorders of students with special needs who are integrated into general schools of Kaunas and to find their health care possibilities and integration. Methods. The data were collected at 77 Kaunas general schools in the year 2010 on the distribution of pupils by age, the nature of integration and curriculum as well as according to the medical documentation and corrective intervention reports on the health of pupils with special needs. Results. In 2010, all pupils with special needs studied at general secondary schools according to the programmes meeting their potentiality. The number of pupils with special needs is bigger among younger learners. Most pupils had speech and communication disorders; most of them were in primary grades. Other health disorders were typical of pupils with special needs. Their diversity by age was insignificant; more pupils had mental disorders and specific cognition problems, and less suffered chronic disorders. In each school, education and assistance in corrective help to pupils with special needs were provided not only by teachers, but also by special health care professionals. Achievements in improving speech and communication skills reflects well-organized work. Conclusions. Despite achievements in working with pupils with special needs, some problems, such as poor accommodation to the school environment, lack of adapted methodological tools should be solved. Keywords: general secondary school, integrated education, health correction
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Fedorenko, Svitlana, and Viktoriia Pohrebniak. "COMMUNICATIVE COMPETENCE AS A CONDITION FOR SOCIAL ADAPTATION OF CHILDREN WITH SPEECH DISORDERS." Scientific journal of Khortytsia National Academy, no. 2022-7 (December 3, 2022): 158–64. http://dx.doi.org/10.51706/2707-3076-2022-7-15.
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The adaptation of children with speech disordersin an inclusive institution for the time beingdepends on socio-cultural in stitutions. It is implemented through the micro-society in which the childis and the societyas a whole. Adaptation in its contentreveals a widerange of inter dependent relation saimed at the development of cognitive activity, social relationshipsin a small group, child’s activities and communication. Inthisprocess, children of preschool age with speech disorders notonly develop social experience, but also begin to form social position, status, ability to interact with peers. It isimp or tanttonote that a child with speech disorders requires special help not only from society, which isdirectly related to the inclusive implementation of the education alprocess, but also corrective predictin go fprofessionals whodesign in dividual development and lead the child through integrated rehabilitati on process. The entry of a child with speech disorders in to aninclusive preschool environmentis a responsible and difficult periodin a child's life, asitis connected with changes in socialen vironment, life sty leand activities. It isobviousth at workin an inclusive preschool institution is implemented not on lythrough educational programs, butalsohas a correctived irection. And of course, the adaptation process of children with speech disordersin a group of children whod on ot havespeechdis orders is more focuse doncommunicative relationships. However, the communication process of children with speech disorders with peersusually takes placein a depressed environment, which isman if estedin the in ability toestablish social relations and lead stothe for mation of a specific communicative competence. The refore, educators, speech the rapists, psychologists of preschool education alinstitutions face a difficult task which isaimedatd eveloping communications kills of children with speech disorders and the formation of adequate positive interpersonal relationshipsin a group.
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Shylina, Nataliia. "The problem of training children with special educational needs in both family and educational institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 42–49. http://dx.doi.org/10.24195/2617-6688-2019-3-6.
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The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.
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Bao, Lin, E. B. Brownlie, and Joseph H. Beitchman. "Mental health trajectories from adolescence to adulthood: Language disorder and other childhood and adolescent risk factors." Development and Psychopathology 28, no. 2 (2015): 489–504. http://dx.doi.org/10.1017/s0954579415001054.
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AbstractLongitudinal research on mental health development beyond adolescence among nonclinical populations is lacking. This study reports on psychiatric disorder trajectories from late adolescence to young adulthood in relation to childhood and adolescent risk factors. Participants were recruited for a prospective longitudinal study tracing a community sample of 5-year-old children with communication disorders and a matched control cohort to age 31. Psychiatric disorders were measured at ages 19, 25, and 31. Known predictors of psychopathology and two school-related factors specifically associated with language disorder (LD) were measured by self-reports and semistructured interviews. The LD cohort was uniquely characterized by a significantly decreasing disorder trajectory in early adulthood. Special education was associated with differential disorder trajectories between LD and control cohorts, whereas maltreatment history, specific learning disorder, family structure, and maternal psychological distress were associated with consistent trajectories between cohorts. From late adolescence to young adulthood, childhood LD was characterized by a developmentally limited course of psychiatric disorder; maltreatment was consistently characterized by an elevated risk of psychiatric disorder regardless of LD history, whereas special education was associated with significantly decreasing risk of psychiatric disorder only in the presence of LD.
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Hanakova, Adela, and Katerina Stejskalova. "Symptomatic Speech Disorders - Theoretical Basis and Practical Applications." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 97. http://dx.doi.org/10.17770/sie2015vol3.388.
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<p><em>Area of symptomatic speech disorders in person with sensory disabilities still stands on the edge of the interests of professionals. The article deals with the issue of speech therapy, special education of person with hearing impairment, and special education of person with visual impairment. Disruption of communication for people with sensory disabilities is one of the determinants of the quality of life. Within a broader theoretical framework symptomatic speech disorders in person with visual and hearing disability will be planted partial results of research with qualitative orientation. The exhibition will include in particular the issue of awareness, experience, access and awareness of speech therapists in the intentions of the issue.</em></p>
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Komsic, Jelena, Duska Blagojevic, Bojan Petrovic, Sanja Vujkov, Isidora Neskovic, and Evgenije Novta. "Various techniques of adaptation to dental treatment of children with autism spectrum disorder." Medical review 73, no. 11-12 (2020): 375–79. http://dx.doi.org/10.2298/mpns2012375k.
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Introduction. Autism is a severe and lifelong developmental disorder characterized by impaired social interaction and interpersonal communication, as well as characteristic repetitive patterns of interest and behavior. The purpose of this study is to point to the possibility of applying various techniques of adaptation of children with autism to dental interventions in order to maintain oral health. Material and Methods. A multidisciplinary project was carried out by the Dental Clinic of Vojvodina, Special Education School ?Dr. Milan Petrovic? and the Autism Society of Novi Sad. The following education models were used in the project: behaviororiented models, developmental strategies, therapy based interventions, and combined interventions. The success rate of applied education models and adaptation of children with autism spectrum disorders to dental interventions was examined. The success criteria included the ability to make contact, communicate, cooperate, and perform dental treatment. Results. The multidisciplinary project included 20 active members the Autism Society of Novi Sad and 20 members of the Special Education School ?Dr. Milan Petrovic? day care program. The results of the study showed a 95% success rate of the most commonly used applied behavior analysis. The success rate of the communication oriented interventions was 90%, while therapy based interventions showed an 85% success rate. The combined interventions showed a 100% success rate. Conclusion. Only integration of several methods, multidisciplinary cooperation and an individual approach to work with children with autism can lead to success in work and adaptation to dental interventions of persons with autism spectrum disorder.
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Zaid, Anum. "A CROSS-SECTIONAL SURVEY BASED ON PERCEPTION OF CAREGIVERS TO COMMUNICATION BARRIERS WITH AUTISM SPECTRUM DISORDER CHILDREN." Pakistan Journal of Rehabilitation 8, no. 2 (2020): 26–31. http://dx.doi.org/10.36283/pjr.zu.8.2/006.
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BACKGROUND AND AIMS Communication has been a hallmark in autistic children with verbal and non-verbal language difficulties. These challenges may lead towards the development of syntactic structure that may cause understanding issues and communication breakdown. Therefore, the purpose of this study is to determine the communicative barriers in ASD children and their parents. METHODOLOGY This cross-sectional survey was conducted at the special education schools of Karachi; enrolled 56 parents of ASD children using non-probability convenience sampling technique. Data was collected through ‘communicative difficulties questionnaire. RESULTS It was reported that 40.5% parents have difficulties with their child while 57% to 59.5% were found to be upset with communication difficulties. 24.1% parents have impression that their child doesn’t understand what they say. CONCLUSION Varied percentage was observed in communicative domains of the questionnaire that showed high proportion of communication barriers between parents and child. Further studies are needed to analyze the communication between parents and autistic children to address its impact.
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Kaffemaniene, Irena, Rita Meliene, Lina Milteniene, Renata Geleziniene, Daiva Kairiene, and Laima Tomeniene. "EDUCATION AND ASSESSMENT OF LEARNING OUTCOMES IN LITHUANIAN SPECIAL SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 91–106. http://dx.doi.org/10.17770/sie2018vol1.3233.
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The strategic aims of Lithuanian education orientate towards the development of inclusive education. However, in addition to mainstream schools, special schools still exist as well. In this context, future perspectives of special schools and their role in the inclusive education system has become a particularly relevant problem; therefore, it is important to analyse experiences of education in special schools.The aim of the study presented in the article is to analyse teachers’ opinion regarding special education and assessment of outcomes. The study was conducted in special schools of Lithuania, using a questionnaire method. Based on the data of the analysis of scientific literature sources, the ranking scale of variables (statements describing various dimensions of education and assessment of outcomes) was drawn up (respondents marked answers from 1 – strongly disagree to 5 – strongly agree).The results of the study show that teachers of special schools understand priorities of contemporary education. This is demonstrated by strong approval of statements about fostering of self-esteem, development of communication and problem-solving abilities of special school students; search for non-traditional forms of education; involvement of school community in education. Nevertheless, in the opinion of a considerable share of special school teachers, individual teaching and a traditional lesson are more effective compared with the variety of learning methods. In the opinion of many special school teachers, the purpose of special education is to cope with students’ disorders, and only specialized educational institutions can ensure quality individualised education. Respondents also noted certain shortcomings of education at special schools.
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Kozibroda, Larysa, Iryna Turchyk, Nataliia Mukan, Iryna Sadova, and Svitlana Stepanyuk. "Socio-pedagogical aspects of inclusive education of children in schools." Revista Tempos e Espaços em Educação 15, no. 34 (2022): e17175. http://dx.doi.org/10.20952/revtee.v15i34.17175.
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The article aims at comparison the impact of traditional and inclusive educational processes on the quality of life of children with ASD. All countries observe a tendency to increase the number of children with special educational needs. A special category is children with autism spectrum disorders (ASD). Such children are characterized by a pronounced lack of social interaction and ability to communicate. Therefore, it is important to investigate whether the processes of adaptation of such children in the conditions of inclusion and traditional education in special institutions will be equally effective. Such research remains relevant due to the lack of clear recommendations on how to organize the learning process and content saturation of individual training programs, as well as physical education tools that are effective in treatment and correction to improve the quality of life of program participants. As a result, all the features of the pedagogical process and socio-pedagogical support of children with special needs in schools were studied.
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Zyazyun, Laryssa, and Anastasiia Zakhariia. "USING NEARPOD TO TEACH SCHOOLCHILDREN WITH SPECIAL NEEDS: REVIEW OF THE INNOVATIVE ONLINE LESSON IN UKRAINIAN LITERATURE." АRS LINGUODIDACTICAE, no. 11 (2023): 77–86. http://dx.doi.org/10.17721/2663-0303.2023.1.05.
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Introduction. Since 2022, thousands of Ukrainian educators have been facing a dramatic challenge – training during the war. The lack of approaches, methods or tools that would be effective in organizing the instruction of children affected by injuries that caused physical limitations turned out to be an even greater challenge. Inclusive education has experienced an urgent need to use new, effective online tools for distance learning of children without and with special educational needs (SEN) as well as encouraging them to communicate in Ukrainian literature lessons. Thus, the purpose of the article is to investigate the educational potential and effectiveness of the Nearpod online platform while teaching secondary school students with SEN. Methodology. Methodologically, the lesson relies on the concept of inclusive education in Ukraine, which is implemented by the Order of the Ministry of Education and Culture of Ukraine «On approval of the concept of inclusive education development « (2010). The piloting of the lesson in Ukrainian literature for the 6th graders with special educational needs was carried out in the conditions of online learning in the format of a video conference using the Nearpod educational platform Results and Discussion. The lesson piloting has proved the effectiveness of the NEARPOD platform in distance learning of students with SEN. Based on the analysis of the latest research into inclusive education, the authors have managed to implement the appropriate information technologies to overcome communicative isolation of children with musculoskeletal disorders and physical injuries. The Nearpod educational online platform has enabled equal involvement of all schoolchildren in game and competitive forms of learning, shaping schoolchildren’s responsibility for the success of all team members and respect for the intellectual and emotional contribution of each student to overall class achievements..
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Vilkelienė, Aldona, and Eglė Kondrotienė. "Music Activity as a Communication Tool for Young Autistic Adolescents." Pedagogika 117, no. 1 (2015): 185–97. http://dx.doi.org/10.15823/p.2015.077.
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Music and its influence on personality was for a long time under research and still is contextualized. The task of this work was to disclose possibilities of various music activities and to find out their positive influence for young autistic adolescents’ communication and interaction activities. It was also very important to find the answer to the question, if music interaction is possible for autistics as this disorder prevent ability to communicate and to get into contact with other people. Theoretical part of this piecework deals with the reasons for autistic disorder, manifestations of autism and specifics of communication. Also, here are presented approaches of view of different authors what concerns the music and various music activities in the context of musical methods. On the basis of this theoretical context was executed empirical research with autistic people where, according to the chosen music and usage of it’s methodology, was formulated task to try to reach (cultivate) social communication and socialization capabilities.
 Empirical research revealed that for young autistic adolescents the most stimulating music activities are music activities: improvisation, singing, also listening to music and movement. Music activities revealed interpersonal relation between young autistic adolescent and pedagogue through more active eye contact; young autistic adolescents started more actively communicate with gestures and body language. Empirical research also displayed that the right choice of the musical method is directly related with the process of education and ensure its success. Also, it was proved that the success of the development of disabled people with communication disorders greatly depends on teamwork, – cooperation among young autistic adolescents, their parents, special educators and social workers. This teamwork cooperation helps to develop communication and cooperation abilities. Research results show that music activities could be (can be) natural process of communication and affiliation for young autistic adolescents.
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Mildad, Jamal, and Suri Aini. "KOMUNIKASI INTERAKSI SIMBOLIK GURU TERHADAP PENINGKATAN PRESTASI BELAJAR SISWA TUNARUNGU SLBN MEULABOH." Al-Madaris Jurnal Pendidikan dan Studi Keislaman 4, no. 2 (2024): 92–120. http://dx.doi.org/10.47887/amd.v4i2.147.
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Special education teachers are one component of education that directly affects the success of children with special needs in their development. The purpose of Special Education in Special Schools (SLB) is to help students with physical or mental disorders to be able to develop attitudes, knowledge and skills. This research seeks to explore how the teacher's symbolic interaction communication improves the learning achievement of students with disabilities (deaf) at the Meulaboh State Special School by using the symbolic interaction theory proposed by George Herbert Mead. The methodology used is a qualitative research method with a descriptive analysis presentation. Data were collected by using interviews with 8 informants. The results of this study show that on the Mind indicator, the originator in communication is sign language, SIBI. However, spoken language is also used occasionally to train deaf students. Furthermore, on the Self indicator, deaf children see the teacher from another person's point of view and require following to be able to take the same role. Therefore, verbal language in the form of sound pronunciation is added to the way teachers and students communicate. Meanwhile, on the indicators of the Society, communication and interaction between teachers and students has been going well and teachers do not feel many significant obstacles because the SLB teachers apply action, interaction and transaction communication patterns. Furthermore, SLB Meulaboh students have adapted to life in society.
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Chepka, Olena. "PSYCHOLOGICAL AND PEDAGOGICAL ACCOMPANIMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDERS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 209–20. http://dx.doi.org/10.31499/2307-4906.2.2022.262966.
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The article reveals various aspects of psychological and pedagogical support of children with autism spectrum disorders. It is determined that one of the features of working with preschoolers in this category – is compliance with the principles of learning, as well as the principles of the activity approach in their education. The most common factors that cause difficulties in learning in primary school are the burden of early development, delays in the formation of cognitive processes (thinking, speech), insufficient development of motor functions, visual perception, immaturity of emotional and personal sphere, nervous and somatic disorders, and mental health. It is determined that the completion of classes of correctional and developmental training and appropriate psychological and pedagogical support of children with autism spectrum disorders is carried out on the basis of a comprehensive clinical, psychological and pedagogical examination in accordance with variable curricula. It is established that the acquisition can be of four options. The first is designed for children who have studied for a year or two in general secondary education and who have shown persistent failure in basic subjects. The second is intended for children who started school at the age of 6 and have not mastered the program, as well as for 7-year-old children who have not studied before, but showed a low level of readiness for school. The third – a special case of staffing – is designed for 6–7-year-old children who are unprepared for school. The fourth option of staffing provides training for children in educational complexes “Kindergarten – School”, “Primary School – Kindergarten” with the beginning of correctional and developmental work from 4 or 5 years. The principles, tasks, content, and directions of psychological and pedagogical support of correctional and developmental education are highlighted. It is proved that the most typical features of correctional and developmental education of junior schoolchildren, arising from the nature of their educational activities, are united into four integrated blocks: semantic, procedural, communicative, and interpersonal communication.
 Keywords: psychological and pedagogical support; features; factors; children; autism spectrum disorders; correctional and developmental learning; difficulties; clinical, psychological and pedagogicalexamination.
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Kilham, Chris. "Online Wiki Collaboration By Teachers of Students With Autism Spectrum Disorders." Australasian Journal of Special Education 33, no. 2 (2009): 117–29. http://dx.doi.org/10.1375/ajse.33.2.117.
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AbstractAshared understanding of autism spectrum disorders (ASD) and a coordinated approach to teaching diagnosed students is essential because of the complex learning needs of this cohort. This research examines the ways in which special educators used wiki technology to create a working document and to share and develop their perspectives about fundamental autism constructs. The teachers appreciated the flexibility and convenience of wikis in a postgraduate course and collaboratively authored a working document. This suggested the wiki facilitated the development of a community of practice. Analysis of wiki comments further showed that, despite considerable experience in face-to-face communication, the teachers did not construct transparent protocols to guide the online decision-making process so did not fully exploit the capacity of this technology. Teachers had confidence in the privacy of a password-protected site but did not consider that the collaborative e-learning tool would be gainfully used by students on the spectrum because of their social and communication deficits. Nevertheless, teachers envisaged potential benefits if wikis were to be adopted by school staff.
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Kožárová, Jana. "Possibilities of Inclusive Education for Students With Special Educational Needs." Asian Education Studies 3, no. 2 (2018): 21. http://dx.doi.org/10.20849/aes.v3i2.361.
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There are approximately 800 million young children worldwide affected by biological, environmental and psychosocial conditions that can limit their cognitive development. In Europe, recent estimates place the number of children with special educational needs (SEN) at 15 million. Conservative estimates state that dyslexia, a learning disability that impedes a person’s ability to read, affects approximately 6 percent of Europe’s population, whilst the prevalence of autistic spectrum disorders is also estimated to be higher than previously thought. Children with SEN frequently leave school with few qualifications and are much more likely to become unemployed or economically inactive. Children with SEN are children first and have much in common with other children of the same age. There are many aspects to a child’s development that make up the whole child, including-personality, the ability to communicate (verbal and non-verbal), resilience and strength, the ability to appreciate and enjoy life and the desire to learn. Each child has individual strengths, personality and experiences so particular disabilities will impact differently on individual children. A child’s special educational need should not define the whole child. Presented paper briefly introduces different categories of special educational needs and subsequently describies inclusive education as a concept potentially successful for their academic and vocational performance.
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Yamasaki, Brianna L., and Gigi Luk. "Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences." Language, Speech, and Hearing Services in Schools 49, no. 4 (2018): 889–901. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0006.
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Purpose We examined the association between language experience and elementary students' eligibility for special education in Massachusetts. Method A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated. Results A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities. Conclusions Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research–practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.
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Samsonova, E. V., and M. N. Alekseeva. "Educating Students with Autism Spectrum Disorders: Organizational Problems." Психологическая наука и образование 21, no. 3 (2016): 97–104. http://dx.doi.org/10.17759/pse.2016210311.
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The article presents data of applied socio-psychological research devoted to the study of difficulties encountered by educational institutions when teaching children with autism spectrum disorders (ASD). The research involved analysis of theoretical issues and practical experience on the subject; a survey of administrative and teaching staff; an exploration of organizational problems related to the education of children with ASD, in particular, the need for methodological support in teachers providing such education. The findings of the research indicated the following problems in educational institutions teaching children with ASD: 1) Education models for children with ASD require personnel and economic support; 2) teachers are not provided with special training necessary for working with children with ASD and for developing adapted teaching programmes; 3) institutions lack methodological and didactic support necessary for working with children with ASD; 4) there’s no communication between educational and medical institutions concerning the assistance to children with ASD and their families.
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Stepanchenko, Nataliya, Neonila Partyko, Petro Rybalko, Svitlana Bobrovytska, Nataliia Serdiuk, and Olena Mudryk. "Neuropsychological Support for Teaching Young School-Age Children Annotation." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (2021): 250–62. http://dx.doi.org/10.18662/brain/12.4/248.
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The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.
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Norbury, Courtenay Frazier, and Dorothy V. M. Bishop. "Children’s Communication Checklist - 2: a validation study." Travaux neuchâtelois de linguistique, no. 42 (October 1, 2005): 53–63. http://dx.doi.org/10.26034/tranel.2005.2625.
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The Children’s Communication Checklist (Bishop, 1998) was revised (CCC-2 – Bishop, 2003) to provide a general screen for communication disorder and pragmatic/social-interaction deficits. Families of 77 children attending full-time special education for specific language impairment, pragmatic language impairments or autistic spectrum disorders completed the questionnaire. Data were also available from 23 typically developing children. The CCC-2 distinguished children with communication impairments from non-impaired peers. Furthermore, the Social-Interaction Deviance Composite (SIDC) of the CCC-2 identified children with disproportionate pragmatic and social difficulties in relation to their structural language. It is concluded that the CCC-2 provides a useful screening measure for communication impairment and can be helpful in identifying children with more pervasive disorders. However, there was substantial overlap amongst groups, suggesting that it is unrealistic to use the CCC-2 to make categorical distinctions on this continuum of disorder.
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Tsai, Meng-Ju. "Using the ICF Framework to Assess Communicative Competence in Dyadic Communication among Children and Adolescents Who Use Augmentative and Alternative Communication Devices in Taiwan." Behavioral Sciences 12, no. 11 (2022): 467. http://dx.doi.org/10.3390/bs12110467.
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Augmentative and alternative communication (AAC) devices enable children and adolescents (CAD) with communication disorders to communicate competently and develop friendships through communicative competence (CC). Existing assessment tools are unable to indicate whether CAD aged 0 to 18 years would competently use the subsidized AAC devices provided by the Ministry of Health and Welfare in Taiwan. This study, thus, aimed to develop an assessment tool by using the International Classification of Functioning, Disability and Health (ICF) to measure CC in dyadic communication among CAD using AAC devices. Five speech-language pathologists (SLPs), five special education teachers, and four AAC experts (14 in total) selected codes relevant to the four domains of CC via the Delphi method. Next, they categorized the selected codes into one of the four domains of CC through a face-to-face expert panel. A total of 112 codes were listed in the tool and fully classified into the four domains of CC. Among these, seven codes were concurrently placed under two domains of CC. Consequently, this study developed an assessment tool by employing the ICF for children and youth core set using universal qualifiers to measure the relative levels of CC in dyadic communication among CAD who use AAC devices in their daily life.
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Pohorilyak, Renata Yu, Andreya V. Zheliznyak, and Olga V. Feger. "IMPACT OF DISTANCE EDUCATION ON STUDENTS’ HEALTH." Wiadomości Lekarskie 76, no. 3 (2023): 640–44. http://dx.doi.org/10.36740/wlek202303129.
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The aim: Studying the impact of distance learning on students’ health Materials and methods: Special research methods and medical-statistical method. Domestic and foreign students were subject of the study during the online form of education, in connection with Covid-19, poll was made using Google Forms. Results: 333 students participated in the study (22.3% – domestic and 77.7% – foreign students). It was established that 88.3% of foreign and 40.5% of domestic students did not suffer from COVID-19 in the past. The overwhelming majority of respondents (86.5% domestic and 85.1% foreign) noted anxiety and concern for their health. 59.4% of domestic and 63.4% of foreign students noted the deterioration of their mental health and increased anxiety during distance learning. Depressive conditions were experienced by 49.3% of foreigners and 52.0% of domestic respondents. The respondents noticed the negative impact of distance learning on their daily routines, namely sleep, nutrition and active recreation, etc. The most frequent complaints were back pain, headaches, and visual impairment. Students noticed that during online classes their academic performance decreases. Conclusions: The transition to online education had a negative impact on the physical and mental health of students, which was manifested in the presence and growth of anxiety and depression, a lack of live communication, sleep and eating disorders, reduced physical activity, the appearance of headaches and back pain, vision problems, attention disorders, and a decline in academic performance.
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Berdnikova, Natalia, and Natalia Abashina. "Cultivating motivational school-readiness for children with systemic speech disorders through the speech therapy." E3S Web of Conferences 210 (2020): 18001. http://dx.doi.org/10.1051/e3sconf/202021018001.
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The article examines the theoretic and methodological aspect, the technology of special education, aimed at developing motivational school-readiness education of children with systemic speech disorders. Motivational school-readiness to study is considered from various positions: from a social position (motives related to the need for communication, evaluation and approval, the desire to take a certain place in the system of social relations) and cognitive position (motives related to educational activities, the need for intellectual activity and the acquisition of new skills, skills and knowledge).
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Arsenić, Ivana, Nadica Jovanović-Simić, and Zorica Daničić. "The use of assistive technology for communication in the education of students with developmental disabilities: Teacher self-reports." Nastava i vaspitanje 71, no. 2 (2022): 267–82. http://dx.doi.org/10.5937/nasvas2202267a.
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Assistive technology (AT) includes a wide range of technological devices or systems used to improve the functional abilities of persons with communication disorders. The achievement of students with communication disorders in inclusive education is related to teachers' knowledge of assistive technology and their skills in using it. The aim of our research was to determine how class teachers, subject teachers and special education teachers rate their knowledge of AT and their level of competence in using it, and also to compare the competence levels of respondents of these different professions. The sample consisted of 136 respondents of both sexes, 31.6% of whom were class teachers and 27.2% subject teachers in regular primary schools, as well as 25% special education teachers and 16.2% subject teachers working in special needs primary schools in Belgrade and Novi Sad. The analysis of results suggests that respondents see themselves as moderately competent in using AT, and that there is a statistically significant difference in the level of competence between respondents of different professions (F = 18.12, p < .01). No statistically significant difference was found in the level of competence depending on sex or years of service. The results show that respondents assess differently their level of knowledge and skills regarding the use of assistive technology, and that teaching staff in regular primary schools lack training in this field.
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Morozov, S. A., S. S. Morozova, and T. I. Morozova. "Certain Inclusion Problems in Autism Spectrum Disorders." Autism and Developmental Disorders 18, no. 1 (2020): 51–61. http://dx.doi.org/10.17759/autdd.2020180106.
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The term “Inclusion” is not identical to the concepts of “Inclusive education”, which is much wider. The educational system of children with autism spectrum disorders (ASD) in Russia is only developing and the focus on inclusion is a great achievement. Inclusive education in autistic disorders is a special case. The most difficulties in organizing of inclusion of children with ASD caused by main symptoms — communication and social interaction disorders, repeated stereotypical patterns of behavior, interests and activities. After all, these symptoms create a special development situation that makes necessary to solve the following problems: improving the organization of the inclusive process, feasibility and possibility of inclusion process. Typical difficulties faced by domestic and foreign experts reviewed, for example: increased social anxiety in children, lack of trained personnel, and lack of diagnostic in children. Emphasized that the success of inclusion process depends on several things: the readiness for inclusion of the child with autism, the readiness of the environment where inclusion carried out, the level of its tolerance and, finally, the competence of psychological and pedagogical staff. The age of the child and the environment plays a large role: ceteris paribus, the early onset of inclusion contributes to the stability of inclusive readiness of the environment.
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Magnurova, Mira, Nadezhda Zhiyenbayeva, Zhanna Akhmadieva, and Ainur Moldabayeva. "Features of development and qualitative manifestations of the level of psycho-emotional stability of future defectologists." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 29, 2024): 959–67. http://dx.doi.org/10.54919/physics/56.2024.95gir9.
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Relevance. Inclusive education demands highly skilled professionals capable of aiding individuals with special needs in integrating into society. However, students pursuing these roles often experience reduced psycho-emotional stability and heightened stress levels during their training and early career stages. Purpose. This study aims to identify the causes of psychological disorders among students in inclusive education programs and propose strategies for improvement. Methodology. The research employed general scientific theoretical and empirical methods to analyse various scientific sources and conducted a preliminary survey to assess students' motivation and curiosity towards defectology studies. The study also included an analysis of the effectiveness of integrating health fundamentals into the curriculum to enhance students' mental well-being. Results. The study revealed that motivational factors significantly influence students' psycho-emotional states in defectology programs. Introduction of health fundamentals in the curriculum showed promising results in improving students' mental health. Key components contributing to psychological progress (personal, intellectual-operational, motivational, communicative, reflective) were identified during the research. Conclusions. The study identified that motivational factors significantly influence the psycho-emotional stability of students in inclusive education programs, particularly within defectology studies. Integrating health-related topics into the curriculum showed promise in improving students' mental states. Key components contributing to psychological progress include personal, intellectual-operational, motivational, communicative, and reflective aspects. The implementation of the course "Psychological Hygiene of Pedagogical Activity" for fourth-year students demonstrated positive outcomes in enhancing psycho-emotional resilience and stress management skills. These findings highlight the importance of addressing motivation and integrating holistic health education to support the psychological well-being of future speech pathologists. Keywords: mental hygiene; stress resistance; inclusion; emotional flammability
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Smith, Nida, A. Hari Witono, and Fahruddin Fahruddin. "Implementation of Inclusion Education Program in the Junior High School 4 at Praya." International Journal of Multicultural and Multireligious Understanding 6, no. 3 (2019): 977. http://dx.doi.org/10.18415/ijmmu.v6i3.937.
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This study aims to determine the management model and identify obstacles in the implementation of inclusive education programs at Junior High School 4 in Praya. This study uses a descriptive qualitative approach with a case study method (casy study). Data collection techniques are carried out using in-depth interviews, participatory observation, and document studies. Sources of research data are principals, deputy principals, special escort teachers and counseling teachers. Furthermore, data analysis is carried out through the steps of data reduction, data presentation, and conclusion drawing. The results of the research found in Junior High School 4 at Praya relating to the management of inclusive education there were 18 special needs students who had various abnormalities and obstacles, namely; 13 students were slow to learn, 1 low vision person, 1 mentally retarded person, 1 hearing impaired and 1 person had communication disorders. These problems often experience obstacles in the management of curriculum modification, between the curriculum of regular students with special needs students (PDBK), there is only 1 special assistant teacher who serves special needs students, lack of facilities and infrastructure that support the implementation of inclusive education programs in Junior High School 4 at Praya. The model of inclusive education applied in Junior High School 4 at Praya is a regular class model with full out, namely students with special needs learning with other children (normal) in the regular class and developing their talents and interests by special tutors so that students can develop optimally according to skills possessed.
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Vetrova, M. A., and A. O. Vetrov. "Children with severe multiple disabilities: review of foreign literature." Современная зарубежная психология 11, no. 2 (2022): 101–12. http://dx.doi.org/10.17759/jmfp.2022110209.
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This article is a review of foreign studies devoted to the organization of psychological and pedagogical assistance to preschool children with severe multiple disorders (SMD). Retrospective data and modern ideas about this nosological group in Russia are presented. In parallel, modern ideas about it in other countries, current research in the field of diagnostics, organization of education, upbringing and social rehabilitation of preschool children with severe disabilities are considered. Among the measures to address issues of development of the socio-communicative sphere, the effectiveness of measures aimed at teaching preschoolers and their immediate environment to use the means of alternative and additional communication, ensuring accessible and developing communication was noted. Among the features of the development and implementation of special educational programs, the importance of a team approach, cooperation with the family and orientation towards teaching disabled child vital skills are highlighted. When comparing the subject of discussion with domestic theory and practice, the similarity of terminological contradictions was noted, as well as the recognition and use in our country of many foreign methods and approaches.
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신명선. "A Comparison of the Perception of Communication Disorders between Regular Elementary School Teachers and Special Education Teachers." Journal of speech-language & hearing disorders 25, no. 4 (2016): 241–52. http://dx.doi.org/10.15724/jslhd.2016.25.4.018.
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Kotsi, Despina, and Bárbara Fernández Robles. "ICT and Language Learning for Adolescents with ASD." EDMETIC 12, no. 1 (2023): 2. http://dx.doi.org/10.21071/edmetic.v12i1.14568.
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In recent years, many interventions have been planned related to language teaching and to the development of linguistic, social and communication skills in adolescents with Autistic Spectrum Disorders (ASD). A common feature of most intervention programs is the utilization of the potential of Information Communication Technologies (ICT), as, based on the international literature, the effectiveness of their use in the field of education and especially in the field of Special Education is presumed, through the activation of various teaching practices. In the specific bibliographic review the use of ICT in the language teaching of adolescents with ASD is studied, a neurodevelopmental disorder with its’ most important characteristics to be the repetitive and limited behaviors, but also significant deficits in the field of language and social communication and interaction. Based on the conclusions of this study, the contribution of ICT to the language teaching of adolescents with ASD is confirmed, as it leads to the expansion of their linguistic and communication skills.
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Kairbekova, B. D., A. T. Tashimova, A. T. Kabbasova, and A. U. Mukhamedzhanova. "Readiness of teachers to work in conditions of psychological and pedagogical support of children with special educational needs." Bulletin of the Innovative University of Eurasia 84, no. 4 (2021): 19–25. http://dx.doi.org/10.37788/2021-4/19-25.
Full textAbstract:
Modern theoretical directions in the field of special (correctional) pedagogy allowed us to study the content and technologies of teachers' readiness for correctional and pedagogical activity in the educational process. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Today, the necessary reforms in the field of inclusive education in Kazakhstan have a humanistic orientation. Special attention is paid to the education of these children. Monitoring of education reforms in Kazakhstan has revealed persistent negative trends in the physical and mental health of children of all ages. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Purpose: to use the experience of special and integrated education as a technological experience of psychological and pedagogical support of participants in the inclusive educational process. Methods: we used technological maps (created by a teacher for a student), methods of cooperation and methods of joint group learning, methods of mutual learning, method of psychological comfort, methods of teaching social skills, adaptive technologies, accessible digital media, additional communication technologies, technologies for special training and development techniques and methods of "barrier-free environment" ramps, single-storey schools, the introduction of sign language translators, etc. The results, their significance: Our research has shown at the moment that there is also a positive attitude towards access to education for children with special educational needs who have difficulties with motor skills, as well as hearing, speech or vision. The analysis showed that children with musculoskeletal disorders find quick contact with the environment (12,4 %), as well as children with intellectual disabilities - with mental retardation (12,9 %). Hearing and visual impairments are rare among respondents (9,1 %), more children with external impairments (40.5). Thus, 70% of respondents learned about the problem of disability of their children. Only a third of the students at the school had experience and access to communication with a disabled child, who, in our opinion, is not familiar with institutional constraints, especially in the education system.
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Carlson, Ryan G., Robert Hock, Melissa George, et al. "Relational Factors Influencing Parents’ Engagement in Special Education for High School Youth With Emotional/Behavioral Problems." Behavioral Disorders 45, no. 2 (2019): 103–16. http://dx.doi.org/10.1177/0198742919883276.
Full textAbstract:
This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions.
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Galinat, Karen, Kelly Barcalow, and Barbara Krivda. "Caring for Children With Autism in the School Setting." Journal of School Nursing 21, no. 4 (2005): 208–17. http://dx.doi.org/10.1177/10598405050210040501.
Full textAbstract:
Children with autism present unique challenges related to communication, behavior, and social skills. Each child with an autistic spectrum disorder (ASD) exhibits individual characteristics of the disorder. Early identification of autistic spectrum disorder has been shown to improve the child’s benefit from educational interventions. There may be health issues related to autism including seizure disorders and dietary restrictions. Students with autism need special consideration when they come to the health office for screening, assessment of injuries, or administration of medication. Collaboration between educators and school nurses is needed to develop and implement Individual Education Plans and Individual Healthcare Plans. Community resources provide valuable assistance to families of children with this challenging disorder.
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Griller Clark, Heather, and Sarup R. Mathur. "Introduction to the Special Series on Behavioral Disorders and Juvenile Justice: Facilitating Effective Reentry Into School and Community." Behavioral Disorders 46, no. 3 (2021): 135–37. http://dx.doi.org/10.1177/01987429211002133.
Full textAbstract:
This introduction to the special series on facilitating effective reentry into school and community for youth from the juvenile justice (JJ) system highlights several important issues for educators and others serving youth with emotional and behavioral disorders (EBD). The articles within this special series focus on key factors in programming and professional development that promote reentry success. Central to this discussion are protective factors, like self-determination and engagement, facility programming and climate, provision of person-centered supports, prioritization of youth development and mental health, increased communication and capacity building among stakeholders, and shifting to the use of positive youth outcomes in addition to recidivism as measure of reentry success. Findings and discussion provide a critical reference point for professionals and scholars interested in promoting reentry success and may improve interventions and services for JJ-involved youth, especially those with EBD.
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Bahrudin, Bahrudin, Indra Jaya, and Cecep Kustandi. "Kebutuhan layanan pendidikan khusus di sekolah dasar." JPPI (Jurnal Penelitian Pendidikan Indonesia) 7, no. 1 (2021): 78–87. http://dx.doi.org/10.29210/02021829.
Full textAbstract:
There is no real data on students who need special service education in elementary schools for the DKI Jakarta area. This study is interested in identifying and analyzing elementary school students who need special service education. This study will determine the real condition of the prevalence of the number of students in elementary schools who need special education services. The research method used is a quantitative approach. The instrument in this study used questions derived from the variable characteristics and characteristics of children with special needs. We collaborated with 14 elementary schools in the Thousand Islands, DKI Jakarta and the number of respondents in this study was 70 teachers. The data analysis technique was carried out by statistical analysis for quantitative. Therefore, the results obtained from a number of questions were asked to respondents and then transferred to the frequency distribution table. The results showed that the special needs most needed by students with special needs are slow learning, learning difficulties and intellectual disorders. The demand for educational services can increase family outreach efforts with schools through communication according to the types of needs of students. Inclusive school environments are ready to change and adapt and consider the needs of all people. The future research is required for an IQ test to ascertain special needs for intellectual disabilities and learning disabilities.