Academic literature on the topic 'Special children institution'
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Journal articles on the topic "Special children institution"
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Nurdina, Melista Aulia. "Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens." Constitutionale 2, no. 1 (April 23, 2021): 01–12. http://dx.doi.org/10.25041/constitutionale.v2i1.2254.
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Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the fulfillment of children’s rights in the Special Development Institute for Children, factors that hinder the implementation of the fulfillment of rights in the Special Development Institution for Children. The approach to the problem used in this research is normative and empirical juridical. The data analysis in this study was conducted qualitatively. This study found that the rights of children in the Class II of Bandar Lampung Special Development Institution have been carried out well. The assisted children get formal and non-formal education; the assisted children receive self-development guidance such as hair shaving, electric welding, planting, and mind preservation. The assisted children are also free to play music, exercise, and perform worship according to their respective beliefs. Implementing the fulfillment of children's rights uses an individual approach, and its implementation uses an assessment. Officers have programs to fulfill children’s rights, such as service, guidance, implementation, and supervision. The author suggests that Class II of Bandar Lampung Special Development Institute’s officers can fulfill children's rights ranging from formal education, non-formal education, skills, self-development, religion, maximizing the individual approach method to assisted children so that they can know more about the backgrounds, needs, emotions and interests of these children, as well as improve the quality of existing advice and infrastructure.
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Silalahi, Andre, Marlina Marlina, Triono Eddy, and Aulia Rosa Nasution. "Analisis Hukum Terhadap Pembinaan Anak Pidana Di Lembaga Pembinaan Khusus Anak Kelas I Medan." ARBITER: Jurnal Ilmiah Magister Hukum 1, no. 1 (May 2, 2019): 31–41. http://dx.doi.org/10.31289/arbiter.v1i1.102.
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This study aims to examine how the process of fostering criminal children is carried out by the Special Class Fostering Agency for Children in Medan, what are the obstacles faced in the implementation of fostering of criminal children and how the efforts made to overcome the problems of fostering criminal children in the Class I Special Guidance Institution . This research is normative juridical legal research and also empirical or sociological legal research, which examines library materials relating to the fostering of criminal children in the Class I Special Child Development Institute (LPKA) Medan. It was found that fostering prisoners and students is a heavy and noble task, not everyone is able and interested in the life of prisoners. And there are regulations and the fostering process for criminal children in Class I Special Guidance Institutions in Medan. The obstacles faced in the implementation of coaching activities in the Special Guidance Institution for Class I Children in Medan are originated from the factors of education, coaches, motivation and facilities and infrastructure; While the efforts made to overcome these obstacles include making improvements including aspects of education, coaches, motivation, and facilities and infrastructure.
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Kravets, Lubov, and Havryliuk. "SOCIAL ADAPTATION OF PRESCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS FOR INCLUSIVE LEARNING." Scientific bulletin of KRHPA, no. 12 (2020): 141–50. http://dx.doi.org/10.37835/2410-2075-2020-12-15.
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The article investigates the substantive characteristics of the readiness of the social teacher, practical psychologist, educators, parents of children with special educational needs in the conditions of the pre-school educational institution. The definition of "social adaptation of children with special educational problems in the conditions of the institution of general educational institution " is analyzed. The main results of psychological and pedagogical coaching are determined: the awareness of specialists of the pre-school educational institution and parents of social adaptation importance for children with special educational needs as a requirement for their effective integration into the inclusive pre-school educational institution. Key words: inclusive learning, educational needs, social adaptation, coaching, tutors, pre-school education, inclusion.
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Virbaliene, Rita. "INTEGRATION OF DISABLED PEOPLE IN LITHUANIA PROBLEMS AND PERSPECTIVES FROM THE EDUCATION POINT OF VIEW." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 265. http://dx.doi.org/10.17770/sie2013vol2.579.
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The article analyses the dynamics of the integration of childrenwith special educational needs to Lithuanian general educational institutions by year 2003-2012. Special education is often realized only like a formal transfer of childrenwith special educational needs from one institution to another, without giving sufficientlyqualified help. General educational institutions aren‘t always ready to educate disabled child, because not always a physical environment, educational andcompensatory remedies are adapted. Are teachers ready to receive children with special educational needs, are teaching assistants contained in schools?
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Pleskura, Magdalen. "A CHILD WITH SPECIAL EDUCATIONAL NEEDS AT POLISH PRESCHOOL INSTITUTION." Aesthetics and Ethics of Pedagogical Action, no. 18 (September 9, 2018): 154–61. http://dx.doi.org/10.33989/2226-4051.2018.18.176336.
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The article examines the possibilities of preschool education at Polish kindergartens for children with special educational needs (hereinafter referred to as "SEN"). The emphasis is on inclusive education, which aims at ensuring individual development of the child with SEN and the proper functioning of the inclusive group. The author reveals the methodology of construction of an individual educational and therapeutic program. It is developed during the first thirty days of the child's staying at preschool institution by a multidisciplinary team appointed by the director, based on an interdisciplinary assessment sheet of the level of functioning of each child.The role of an assistant teacher in adapting the child with special educational needs to the preschool environment is described in detail. It helps to establish social contacts with other children, to achieve self-service standards, initiates games, strengthens the child's self-esteem, mobilizes for tasks, explains to other children the behavior and reaction of children with SENs, encourages socially acceptable behaviors, reacts to aggression and auto aggression, etc. The assistant teacher applies a wide range of techniques (positive reinforcement, behavioral therapy elements, training to replace aggression, games, etc.).The author distinguishes the professional competences of inclusive education specialists, in particular the ability to diagnose and interpret their results, provide continuous observation and psycho-pedagogical research, introduce advanced educational experience, readiness for abnormal work according to the needs of the child, knowledge of the medical issues about the nature of the disease / child's dysfunction, identification of a positive emotional attitude towards pupils, belief in the value of integration of education and training of children with disabilities.
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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." JARES (Journal of Academic Research and Sciences) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.35457/jares.v3i2.491.
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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs ’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication ’s instrument support so the learning achievement would be optimally performed
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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." Journal of Academic Research and Sciences (JARES) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.30957/jares.v3i2.491.
Full textAbstract:
Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication’s instrument support so the learning achievement would be optimally performed
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Suleman, Qaiser, Ishtiaq Hussain, and Zaib-Un Nisa. "Identification of the Problems Faced by Exceptional Children at Primary level in Khyber Pakhtunkhwa (Pakistan)." International Journal of Human Resource Studies 3, no. 1 (March 19, 2013): 175. http://dx.doi.org/10.5296/ijhrs.v3i1.3402.
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The purpose of the study was to identify the problems faced by exceptional children at primary level in Khyber Pakhtunkhwa. All the government institutions for persons with disabilities in Khyber Pakhtunkhwa constituted the population of the study. The study was delimited to physically handicapped students only. The study was further delimited to seven government institutions for persons with disabilities. From each institute, five teachers and ten students were randomly selected. The study was descriptive in nature therefore a single questionnaire was developed as research instrument for the collection of data. Data was collected through personal visits. After collection of the data, it was organized, tabulated, analyzed and interpreted. Percentage and chi square were applied for the statistical treatment of the data. After statistical analysis of the data, the researchers concluded that curriculum was not designed to meet the needs of special children. Special children were not being taught according to Individualized Educational Programme (I.E.P). Basic educational facilities were not available. Mobility aids were not present in the institutions. Therefore it is strongly recommended that special children should be taught through individualized educational programmes to strengthen their educational attainment. Curriculum should be designed according to the needs of the special children. Mobility aids i.e., crutches, wheelchairs, artificial limbs etc should be provided to each special education institution on priority basis. KEYWORDS: Identification, Problems, Exceptional Children, Primary Level
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Gordienko, Pavlo. "The Problem of Professional Training of Future Physical Education Teachers for Innovative Activities in the Conditions of Inclusive Education." Bulletin of Luhansk Taras Shevchenko National University 1, no. 2 (340) (2021): 55–64. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-1-55-64.
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The article considers the problem of preparing physical education specialists for inclusive education. We investigated the legislative base of inclusive education, scientific and methodical literature on the topic. We came to the conclusion that "inclusive physical education" is a flexible, individualized system of physical education of children with special needs in the conditions of mass education. Physical education teachers are poorly informed about inclusive education, don't understand how they organize physical education work with children with special needs and most believe that inclusive children belong in special schools. The reasons for this attitude are: insufficient training in higher education institutions; imperfect system of forms of work with children with special needs; insufficient information about inclusive education in physical education classes by the administration of the educational institution. The main idea of modernization of the professional training process of physical education and sport specialists is to at least create conditions, allowing students in the educational process of higher education institution to develop innovative ideas in the conditions of inclusion. To develop creative thinking on the implementation of innovative physical education technologies. But at most, the creation of a viable pedagogical system of inclusive education, based on innovative technologies, which would provide a modern quality of training a new type of specialists, who have the knowledge, skills and abilities of an innovative teacher, a teacher-scientist.
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Djeri, Aleksandra, Irena Kuzmanovic-Radman, Budimka Novakovic, Dejan Bozic, Milkica Grabez, Alma Prtina, and Slavoljub Zivkovic. "Dental status of children with special needs in Banjaluka." Serbian Dental Journal 60, no. 1 (2013): 7–14. http://dx.doi.org/10.2298/sgs1301007d.
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Introduction. Dental status in people with special needs is generally non satisfactory. Children with special needs have difficulties in maintaining oral hygiene, they require special conditions for dental care and because of previous negative experience they often show emotional vulnerability. Development of oral and dental diseases in these subjects is the consequence of insufficient knowledge about the causes of these diseases, poor eating habits, low level of oral hygiene and inadequate number of visits to dentist. The aim of this study was to determine dental status and the prevalence of dental caries in children with special needs in the institution ?Zastiti me? in Banjaluka. Material and Methods. The study included 82 children (53 boys and 29 girls) with mixed and permanent dentition age 5-15 years. They were divided into four groups according to their diagnosis. The first group included children with combined disorders of speech development and hearing, in the second group were children who had neurological disorders without mental retardation, third group included children with mild mental retardation and fourth group comprised children with moderate mental retardation. For each patient the number of teeth, the presence of caries and restorations, the number of extracted teeth, the presence of residual roots and the presence and number of fixed restorations were recorded. Results. Mean DMFT of all teeth was 9.77. Detailed analysis showed the greatest number of decayed teeth (83.83%), and filled teeth (9.52%) whereas the least number was for extracted teeth (6.65%). The highest percentage of children (79.27%) did not have any class I composite filling or one amalgam filling class I (82.92%). Only one child had a fixed restoration. Conclusion. The status of teeth in children with special needs in the institution ?Zastiti me? in Banjaluka indicated high percentage of carious teeth, small percentage of restorations and extracted teeth, and inadequate oral hygiene.
Dissertations / Theses on the topic "Special children institution"
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Velková, Soňa. "Formy péče o nezaopatřené děti." Doctoral thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-233223.
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This paper deals with forms of compensatory care of unprovided children, taking in consideration their specific needs from the architecture-type point of view. The target group is that of big foster families, evaluation of their life requirements and defining their requirements of the living space, preparing the ground for legislative introduction of professional foster care.
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Teixeira, Carolina Terribile. "ESCOLA E INSTITUIÇÃO DE ACOLHIMENTO: ARTICULAÇÕES NECESSÁRIAS PARA A ACESSIBILIDADE DE ESTUDANTES COM DEFICIÊNCIA." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/7279.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis research part of concerns about accessibility in education and the articulation between school and host institution.This research addresses handicapped students experiencing residential care and the necessary articulations between the school and the host institution in order to promote accessibility for them. Therefore, the guiding question of the study was: How does the articulation between school and host institution happen in relation to handicapped children and teenagers accessibility? To answer the question, the general objective set out was to investigate how the actions concerning the accessibility for handicapped children and teenagers are constituted in the school and host institution practices. To reach the general objective, the specific ones were: to verify which understanding of accessibility the professionals who work both at school and host institution have; to identify how the social mother s monitoring, who is responsible for handicapped children and teenagers in school, is; and to analyze how the relations between the school and the host institution are established for accessibility promotion. The research took place in a host institution, a school and a special school. The participants were: the Technical Team and the Social Mother s of the host institution; and the directors of the schools. This study is qualitative research of the case study type and, for data collection, semi-structured interviews and observations were carried out. With the accomplishment of the research, it was found that, even with the advances in public policies that deal with the rights of these children and teenagers, they still face barriers on a daily basis. In addition, it was verified that the understanding about accessibility remains without profound clarification, causing fuzziness with the term access and usually being associated with architectural structures on the reports. Also, it was noticed that the school monitoring by the social mother happens through meetings, talks and notes and that she has difficulties to follow all of them in their tasks at home. Concerning the relations between school and host institution, the participants emphasized them as being positive. However, it was detected that the articulation for accessibility is still incipient and needs mobilizations for its implementation. Therefore, we believe that the relevance of this research lies on giving opportunity the comprehension of the reality found and experienced at schools and host institutions that assist handicapped children and teenagers. Because this is an underexplored subject, we highlight its contribution to the academic sphere.
A presente pesquisa parte de inquietações sobre a acessibilidade na educação e a articulação entre escola e instituição de acolhimento. Esta pesquisa delimitou-se aos estudantes com deficiência em situação de acolhimento institucional e às articulações que são necessárias entre a escola e a instituição de acolhimento para promover acessibilidade a eles. Para chegar a essa delimitação, a questão-problema do estudo foi: Como acontece a articulação entre escola e instituição de acolhimento em relação à acessibilidade de crianças e adolescentes com deficiência? A fim de responder à questão, estabeleceu-se o objetivo geral: investigar como as ações referentes à acessibilidade para crianças e adolescentes com deficiência constituem-se na prática da escola e da instituição de acolhimento. Para chegar ao geral, os objetivos específicos foram: verificar qual o entendimento sobre acessibilidade possuem os profissionais que trabalham na escola e na instituição de acolhimento; identificar como é o acompanhamento da mãe social responsável por crianças e adolescentes com deficiência na escola; e analisar como se estabelecem as relações entre a escola e a instituição de acolhimento para a promoção da acessibilidade. A pesquisa aconteceu em uma instituição de acolhimento, uma escola e em uma escola especial. Os participantes foram: a Equipe Técnica e as Mães Sociais da instituição de acolhimento; e as diretoras das escolas. Este estudo caracteriza-se como uma pesquisa qualitativa do tipo estudo de caso e, para a coleta de dados, foram realizadas entrevistas semiestruturadas e observações. Com a realização da pesquisa, constatou-se que, mesmo com avanços nas políticas públicas que tratam a respeito dos direitos dessas crianças e adolescentes, eles ainda enfrentam barreiras diariamente. Além disso, verificou-se que o entendimento sobre acessibilidade permanece sem muito esclarecimento, causando confusão com o termo acesso e aparecendo nos relatos, geralmente, atrelado a estruturas arquitetônicas. Também foi identificado que o acompanhamento escolar pela mãe social acontece por meio de reuniões, conversas e bilhetes, sendo que, em domicílio, encontra dificuldades para acompanhar a todos em suas tarefas. A respeito das relações entre escola e instituição de acolhimento, as participantes enfatizaram ser positiva. Porém, percebeu-se que a articulação para a acessibilidade ainda é incipiente e necessita mobilizações para sua concretização. Diante disso, acredita-se que a relevância desta pesquisa está em oportunizar a compreensão da realidade encontrada e vivenciada nas escolas e nas instituições de acolhimento que atendem a crianças e adolescentes com deficiência. Sendo essa uma temática pouco explorada, salienta-se a sua contribuição ao meio acadêmico.
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Wilhelmsen, Terese. "Parent-practitioner Collaboration in Norwegian Day-care Institutions : Perspectives from parents with and without children "with special needs"." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17548.
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Through qualitative analysis with basis in a theoretical framework constructed by perspectives from sociology of childhood and Foucault’s understanding of discursive power relations, this thesis contributes to in depth knowledge and critical analysis of parental perspectives and experiences with collaboration and communication with Norwegian day-care institutions. Building on concepts introduced in the field of sociology of childhood, childhood is in this thesis understood as a social construction produced and determined through historical and cultural processes. Drawing on a semi-structured focus group interview and seven semi-structured individual interviews with parents this thesis problematizes the relationship between professional and parental communication and their knowledge and understanding of concepts such as normal/abnormal and ‘children with special need’. The aim of these dialogues is to explore parents with and without children categorized as ‘with special needs’ experiences with parentpractitioner collaboration and how parents with children categorized as ‘with special needs’ are able to contribute and participate in the process of early identification and intervention of their children. This master thesis is written in connection with the project Children with (dis)ability. Practices and values in (Norwegian) day-care institutions (“Barn med ‘nedsatt’ funksjonsevne’. Praksiser og verdier i barnehagen”), financed by the Research Council of Norway. The project leader is Professor Randi Dyblie Nilsen at the Norwegian Centre for Child Research (NOSEB).
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Ashbee, Elaine. "Educational inclusion for children with autism in Palestine : what opportunities can be found to develop inclusive educational practice and provision for children with autism in Palestine : with special reference to the developing practice in two educational settings." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6546/.
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This study investigates inclusive educational understandings, practice and provision for children with autism in Palestine, using a qualitative, case study approach and a dimension of action research together with participants from two educational settings. In addition, data about the wider context was obtained through interviews, visits, observations and focus group discussions. Despite the extraordinarily difficult context, education was found to be highly valued and Palestinian educators, parents and decision-makers had achieved impressive progress. The research found that autism is an emerging field of interest with a widespread desire for better understanding. Autism was often perceived in terms of deficits, and the breadth, diversity and abilities within the autistic population were not well understood. Although there was general support for the official policy of inclusive education, autistic children were sometimes stigmatised, isolated and excluded. Notwithstanding many challenges, there were examples of dedicated but insecurely funded non-government provision. However, autism was not generally well understood or reliably identified and there was a lack of opportunity for sharing knowledge and practice. The action research dimension of the study identified features of successfully developing practice within two settings and considered the viability of replicating these more widely with in Palestine. Concluding recommendations call for development of knowledge and practice in Palestine, drawing on, but not dictated by, the international pool of knowledge on inclusive autism practice. The study highlights a need for better identification of autism; for building capacity for contextually-appropriate inclusive educational provision; and for reconceptualising inclusion as a process of enabling participation in education. It proposes that there is a need for collaboration between professionals, parents and people with autism to share knowledge and practice, and suggests that this could be achieved through a Communities of Practice approach. It also proposes that Palestinians have much to contribute to the international discourse on the inclusive education of autistic children.
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Elsayyad, H. M. "The relationship between working memory and reading comprehension in L1 Arabic and L2 English for Arabic speaking children." Thesis, Bath Spa University, 2014. http://researchspace.bathspa.ac.uk/5175/.
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This mixed methodology research project comprised four studies that explored relationships between working memory and literacy, as well as the potential influence of home literacy, in L1 Arabic and L2 English children in grade six (aged 11) of mainstream Kuwaiti schools (N = 44 to 99). Quantitative studies 1 to 3 investigated these potential relationships using measures of working memory, literacy, phonological skills and vocabulary. Study 3 also contrasted vowelized and non-vowelized Arabic. Study 4 combined findings from approximately 70 completed parental questionnaires about home literacy background with qualitative data from four parental interviews, and compared these data with their children’s scores on working memory, literacy and vocabulary. Findings from studies 1 to 3 suggested that L1 and L2 literacy development can be predicted by working memory after controlling for word reading and vocabulary; and, in the case of Arabic, both vowelized and non-vowelized text showed relationships with working memory. Additionally, Arabic listening span and Arabic backward digit span were predictors of comprehension in L2 English, whereas only listening span predicted comprehension in L1 Arabic. Data indicated that the association between L1 working memory and L2 comprehension was dependent upon L2 language competence. Findings from study 4 also argue for influences on literacy and language skills of the child’s background, including cultural activities associated with upbringing and parental attitudes towards learning and literacy. Overall, similar predictors emerged for English and Arabic literacy skills arguing for these orthographies to rely on common processes. However, there is a need for further development of working memory measures for Arabic contexts to ensure that these measures assess skills appropriately, and for a consideration of parental influences on learning. Educators should consider both cognitive and sociocultural factors as foundations for teaching literacy, and support the establishment of communication routes between parents and schools.
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Tshitake, Ramokone Sylvia. "Knowledge and experiences of child care workers regarding care and management of children with special needs in four institutions of the department of social development in Tshwane Metro, South Africa." Thesis, University of Limpopo ( Medunsa Campus ), 2011. http://hdl.handle.net/10386/648.
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Chung, Min-Chun, and 鍾敏君. "Effects of Horticultural Activities on the Children with Special Needs in Early Intervention Institution." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/89605338360121832547.
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碩士中原大學
建築研究所
100
The study aims to explore how the utilization of potted plants in the outdoor odd space of the early intervention institution can produce impacts on toddlers with special needs in the respects of communication, emotions, and social inclination. Adopting both quantitative and qualitative methods, with an emphasis on action research coupled with the aid of literature exploration interviewing skills and a scale for evaluation, the current study includes instructional activities and observation into the scope of research. The research subjects are mainly the day-care toddlers with developmental delays or special symptoms, aged between 3 to 6, of the Taipei Po Ai Development Center (a social welfare institution)(台北市博愛發展中心). Under the premised of not affecting normal course conditions, 3 students are willing to take part in the activity. Hence this activity was specifically designed for the 3 students, with the duration of the program lasting from October 2010 till January 2012, totaling at 16 weeks. As the research results have indicated, after the 3 students have engaged in horticultural activities in the limited space, the following conditions have taken place: (1) It makes positive impacts on their emotional stability; (2) It makes lesser progress in active oral development items; yet in the process of instructional activities and observation, subjects with poorer or almost zero capability of speech have started to express themselves; (3) The willingness to contact new activities or jobs has increased. All the above demonstrate that even with the confined space of the institute, the students who are engaged in a horticultural experience activity show positive changes in learning. With the support of evaluation results and instructional activities, the study proposes the conclusions as follows: (1) Subjects have made positive changes; (2) Perceptional experience activities and operational activities trigger much more interest in subjects; (3) Outdoor environment can be part of an instructional activity; (4) For subjects, horticultural activities may provide efficient access to new things.
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Van, Rensburg J. C. Janse. "Educational distress of the streetchild." Thesis, 1994. http://hdl.handle.net/10530/558.
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SUBMITTED IN FULFILMENT
OF THE REQUIREMENTS FOR THE
DEGREE OF
DOCTOR EDUCATJONlS
IN THE
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY
AT THE
UNIVERSITY OF ZULULAND, 1994.The aims of this investigation were: to describe the life-world of the child in a squatter environment as it reveals itself in his relations to himself, to others, to things/ideas and to God; and in the light of the findings obtained from, the literature study and interviews, to establish certain guidelines according to which accountable support can be instituted in order to meet the needs of the children in a squatter environment. As an introduction a literature study is given which describes the conditions that prevail in squatter areas. From a psychopedagogical perspective the squatter child finds himself in a situation of dysfunctional education mainly because he goes through life without the help and guidance of a responsible parent or adult. This results in the psychic life of the squatter child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of love, trust and authority, results in the squatter child forming relationships within his life¬world which are inadequate for his emancipation. The squatter child thus fails to constitute a meaningful life-world. At present only a few social workers and voluntary organizations, such as Child and Family Care, reach out to these squatter children in an attempt to rehabilitate the families and supervise the children. The fact that the squatter child is a "child" that should be assisted by parents and the school in his process of becoming is at present often overlooked by the voluntary organizations that render support. Most of the support structures that came into existence to provide some measure of support are existing illegally under present statutory provisions. They lack the services of suitably qualified personnel and are often haphazardly organized. Furthermore they cannot cope effectively with the present situation and there is a duplication of certain services in the provision of support. In the light of the findings of this research the following was recommended: — compulsory education should be initiated for all children between the ages of six and thirteen; — compensatory education should be introduced in both formal and non-formal education, while informal or home education could be enriched in order to prepare children for the demands of formal or school education; school social workers should be trained and placed at schools to assist and identify pedagogically neglected children; remedial teaching training programmes for all teachers should receive more attention during training; parent guidance and involvement programmes should be instituted at all schools. welfare services should be co-ordinated to prevent duplication; and further in-depth research regarding squatter children.
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Van, Aswegen Jan Daniël. "Die waardes en waarde-oriëntasies van gekommitteerde dogters in kindersorgskole." Thesis, 2014. http://hdl.handle.net/10210/9852.
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M.Ed. (Philosophy of Education)The central aim of the study was to make an analysis of the values and value-orientations of girls committed to a child-care school in order to understand better their thought processes and behaviour. It was necessary to focus on values and value orientations as these are indicative of what is important to the girls and can be regarded as underlying motives for human behaviour. The motivation for this study lies in the fact that committal is a sensitive and often problematic situation. Children in ordinary schools are committed to child-care schools, and committed children in chid care schools are transferred to reform schools. The most important grounds for committal are need of care and unacceptable behaviour, hence the importance of examining values and value-orientations as underlying motives for behaviour. The primary expectation when committing a child to a child-care school is that the child will be guided towards a positive behaviour change. This study revealed that the value-orientation of an individual is subject to influence and that behaviour changes can be brought about through purposeful coaching of values. Bearing in mind the purposeful influencing of the value orientation of the committed pupil, it is essential that the educator should take special note of the various aspects of the committal, the living conditions, values and value-orientation of these learners. In this respect the most important aspects described in the study are: * an analysis and description of the grounds for committal and the legal stipulations applicable in cases of need of care. * The identifying of a hierarchy of fifteen main type values which can be regarded as possible determinants in assessing the behaviour of girls. * The identifying of characteristics which are typical of the lifestyle of committed girls, and which have an influence on their values, value-orientation and behaviour. With reference to the above aspects of the investigation the following are important findings: * Generally, the girls are committed on grounds of being in need of care for unacceptable behaviour. 'In need of care' refers to material inadequacies and a poor socio-economic existence. The 'unacceptable behaviour' which motivated most committals were serious disobedience, contact with undesirable friends, truancy, petty thieving, chronic absence from home and absconding from home. * With regard to the hierarchy of values it was discovered during the investigation that the values most affected were economic, relationship related, life- and personal values. Those least affected were moral, intellectual, physical and authoritative. The hierarchy of values is indicative of what is important to committed girls and affects their behaviour. * The characteristics of the lifestyle of most of the committed girls were: large families (more than five children) broken families (step parents) age at committal: 13/14 years home language: Afrikaans church attendance of parents: fairly good. Living conditions have an effect on value-orientation and contributes to behaviour on the grounds of which committal takes place.
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Cassim, Govender Fawzia. "Promoting the educational skills of hostel parents at schools for deaf adolescent boys." Diss., 1998. http://hdl.handle.net/10500/16862.
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A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold:
• Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel.
From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys.Inclusive Education
M.Ed.(Orthopedagogics)
Books on the topic "Special children institution"
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Cervoni, Annie. La pédagogie dans les institutions thérapeutiques. Paris: Presses universitaires de France, 1986.
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Cole, Ted. Residential special education: Living and learning in a special school. Milton Keynes, England: Open University Press, 1986.
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Mathieu-Cabouat, Sophie. L' éducation spéciale des handicapés: Institutions et contrats. Paris: Litec, 1987.
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Neretina, Tat'yana. Correctional and educational work with preschool children with mental retardation. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1031594.
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The textbook allows you to master the organization of the correctional and educational process with older preschoolers with mental retardation in the conditions of a preschool educational organization. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Pedagogical education", "Special (defectological) education", profiles "Preschool defectology", "Speech Therapy" of all forms of education, as well as for teachers of general education and special (correctional) educational institutions, parents, preschool teachers, psychologists, defectologists, speech therapists and other specialists.
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Plaksina, Lyubov', Liliya Druzhinina, and Larisa Osipova. Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1045009.
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The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" , for students of advanced training and retraining courses in the field of special and inclusive education.
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International, Seminar on Children in need with a. special focus on revolutionary Ethiopia children's amba experience (1986 Adis Ababa Ethiopia). Proceedings of the international seminar on children in need, with special focus on revolutionary Ethiopia children's amba experience, May 5-9, 1986. Stockholm: Rädda Barnen, 1986.
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1960-, Otto-Schindler Martina, ed. "-- Und irgendwann wühlt man sich wieder ans Tageslicht": Ansprüche und Formen sozialpädagogischen Handelns von Heimerzieherinnen und Heimerziehern. Frankfurt am Main: P. Lang, 1992.
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Laxton, Mike. A report on the requirement and necessity for special care and high support residential child care provision in Ireland. [Ireland]: [M. Laxton], 1998.
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Karaseva, Tat'yana, Svetlana Tolstova, Sergey Tolstov, and Svetlana Vorob'eva. Methods of hygienic education of children with intellectual disabilities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1042675.
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The textbook contains theoretical aspects of hygiene education for children with intellectual disabilities, a program of hygiene education, as well as a methodology for evaluating its effectiveness. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of pedagogical and psychological areas of training of teachers, doctors, specialists of special educational institutions, boarding schools for children with intellectual disabilities, parents raising children with disabilities.
Book chapters on the topic "Special children institution"
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Shurygina, Julia, Ekaterina Yuryevna Aleshina, and Natalia Prokhorova. "Research Competence of Training for Students With Locomotors Apparatus Diseases in the System of Russian General Education." In Advances in Educational Technologies and Instructional Design, 432–53. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3485-3.ch022.
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This chapter describes problems of the organization of training process for children with locomotors apparatus diseases in inclusive educational institutions. The idea of psycho-pedagogical support of the personal development of children with locomotors apparatus diseases is at the heart of the suggested training system considering basic requirements (physiological, need for safety, need for belonging, need for recognition, respect and approval, need for self-expression) and special requirements while using adaptation methods and training methods. In total the realization of the above requirements provides the adaptation of a child with special needs to the educational environment of the institution and personal development. Investigation of psychological and pedagogical literature on the researched problem with a purpose of identifying the experience of the organization of training process for children with locomotors apparatus diseases, analysis, synthesis, generalization are used as methods of research.
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Shnookal, Deborah. "Operation Pedro Pan and the Children Who Could Fly." In Operation Pedro Pan and the Exodus of Cuba's Children, 127–59. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401551.003.0005.
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Chapter 4 considers who initiated the airlift and how it was organized. This chapter suggests parents had many varied motives for sending their children to Miami. After the nationalization of education in Cuba, some Cubans regarded Operation Pedro Pan and the Cuban Children’s Program, which was set up by Father Bryan Walsh of the Catholic Welfare Bureau and funded by the federal government, as a free, all-expenses paid beca (or scholarship) to a U.S. private school. Other parents wanted to prevent their children from becoming involved in pro-government political activities, such as the literacy campaign, or alternatively become young anti-Castro activists. The author argues that the special visa waiver scheme for unaccompanied minors acted to encourage family separation rather than assist the emigration of Cubans as family groups, and that Catholic clergy, if not the Catholic church as an institution, played a significant role in promoting and organizing this scheme.
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Whittaker, James K. "The Role of Residential Institutions." In Special Children—Special Risks, 83–100. Routledge, 2017. http://dx.doi.org/10.4324/9781315130156-5.
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Dichek, Natalia. "The First Steps in the State Systematization of Special Education: Ukrainian Experience." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 349–62. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch021.
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The paper will substantiate the author’s version of the retrospective analysis of the organizing in Ukraine in the 1920s-1930s the first state education system for the special children (the disabled), that is, children with physical or mental problems – blind, deaf, persons with mental or psychoneurotic problems. It is substantiated that for the first time in the history of national education, the state approach to the examination and selection, training, education, socialization or care of such children were legalized. In addition to specialized classes and boarding schools, the system of institutions for special children also included sanatorium schools, clinic schools, and speech therapy courses. During this period of time, a network of research institutions was also created – medical and pedagogical offices (1922), departments at the Ukrainian Research Institute of Pedagogy (1926) and the Ukrainian Psychoneurological Institute (1922), whose researches were engaged in the study of the special children and the development of methods for their rehabilitation training and possible correction of the health state. From the very beginning, the problem of the special children was considered in the unity of the pedagogical and medical aspects.
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Silton, Nava R., and Patrick Riley. "“What If Goodness Ruled the World?”." In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 527–55. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch026.
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This chapter describes how the Realabilities Comic Book Series and the Addy & Uno Off-Broadway Musical feature five characters with disabilities, who harness the special strengths-associated with their disabilities (Autism, Attention Deficit Hyperactivity Disorder, Visual, Hearing and Physical Disability)-to save their school from bullies. The intent of the following five studies was to utilize pre-post-test designs to examine the efficacy of various iterations of a musical and/or a full comic book series curriculum in enhancing typical children's empathy, cognitive attitudes on the adjective checklist (ACL) and behavioral intentions on the shared activities questionnaire (SAQ) towards children with disabilities. Following the musical and/or comic book series curriculum, the participants showed significantly improved behavioral intentions and improved cognitive attitudes towards children with disabilities. These findings help demonstrate how creative programs like these may foster empathy and serve as a useful antidote to counter negative attitudes towards individuals with disabilities.
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Oliynyk, Roksolyana. "Psychological, Pedagogical and Social Aspects of the Inclusive Environment in the Preschool Education Institutions Organization." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 363–76. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch022.
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The article highlights the theoretical and practical analysis of the necessity to create an inclusive educational environment and to enhance the professional competence of all participants in the educational process, including educators, teaching assistants of preschool education institutions, which will allow to implement all the education principles, upbringing and development of children with special educational needs. The paper shows that the main task of inclusion is to respond to a wide range of educational needs in pre-school institutions and beyond. There are characterized the inclusive education basic principles and tasks, that include theoretical analysis, practical and research approaches. The authors also point out the problem of teachers’ professional training to work with children with special educational needs, define the advantages and disadvantages of work, pay attention to the need to develop the professional skills and abilities that are necessary in working with such children.
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Hossain, Mokter. "An Overview of Inclusive Education in the United States." In Communication Technology for Students in Special Education and Gifted Programs, 1–25. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch001.
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Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.
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Bartkowiak, Grażyna. "Postawy nauczycieli wobec kształcenia dzieci imigrantów w polskich szkołach. Problemy związane z ich edukacją." In Nauczyciel we współczesnej rzeczywistości edukacyjnej, 267–86. Wydawnictwo Uniwersytetu w Białymstoku, 2021. http://dx.doi.org/10.15290/nwwre.2021.17.
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According to data from 2018, Poland is a relatively homogeneous country in the European Union in terms of nationality. Around 345 000 representatives of other nations live in our country, of which about 46% are immigrants from Ukraine. Despite the fact that these people, in comparison with other countries in the European Union, face more difficulties both in terms of formal requirements related to permanent residence, access to medical care, institutions dealing with education, and opportunities to find their place in the labour market, this trend is growing and their children constitute about 0,7% of the Polish children’s population (Portal: prawy.pl). In Poland, the system of free, obligatory education covers children and youth up to 18 years in primary, and since 2010 also secondary, schools. In this situation, one can expect that a significant problem that will appear before the Polish education system in the near future will be the education of refugee children in Polish schools. The subject of the article is the attitudes of teachers towards the education of immigrant children in Poland and problems related to the education of these children. The article aims to answer the following questions: 1. What are the attitudes towards the education of immigrant children presented by Polish teachers? 2. What kind of didactic and educational problems can occur in connection with the appearance of immigrant children in Polish schools? 3. What actions should teachers take to improve the teaching process to integrate the school environment? In order to get an answer to a research problem formulated thusly, surveys using a specially prepared questionnaire were planned and carried out in a group of 42 primary and middle school teachers in two Polish cities (with over 600 000 inhabitants) and subsequently interviews with them were conducted. The data obtained generally showed an understanding of the problems of education of immigrant children and the teachers’ professional approach to their education.
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Rodríguez, William R., Oscar Saz, and Eduardo Lleida. "Experiences Using a Free Tool for Voice Therapy Based on Speech Technologies." In Technologies for Inclusive Education, 22–37. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2530-3.ch002.
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This chapter reports the results after two years of deployment of PreLingua, a free computer-based tool for voice therapy, in different educational institutions. PreLingua gathers a set of activities that use speech processing techniques and an adapted interface to train patients who present speech development delays or special voice needs in the environment of special education. Its visual interface is especially designed for children with cognitive disabilities and maps relevant voice parameters like intensity, vocal onset, durations of sounds, fundamental frequency, and formant frequencies to visually attractive graphics. Reports of successful results of the use of PreLingua have been gathered in several countries by audiologists, speech therapists, and other professionals in the fields of voice therapy, and also, in other fields such as early stimulation, mutism, and attention-deficit disorders. This chapter brings together the experiences of these professionals on the use of the tool and how the use of an interface paradigm that maps acoustic features directly to visual elements in a screen can provide improvements in voice disorders in patients with cognitive and speech delays.
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Brighouse, Harry, and David Schmidtz. "Introduction." In Debating Education, 1–8. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.003.0001.
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The evolution of educational institutions has been shaped by an uneasy mix of standards-based and market-based reforms. How we understand education’s outcomes for students and for society at large will shape how we think about the general idea of market-based reforms. Yet any given reform is a particular intervention in a particular time and place, so a responsible evaluation of reform ultimately must be an analysis of particular observations. General principles of philosophy and economics can illuminate, but real cases have a way of turning out to be special cases. So while this is a debate about the role of market-based reforms in education, we want to avoid engaging in a duel of rival theories and instead speak on behalf of real children, real parents, and real teachers.
Conference papers on the topic "Special children institution"
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Tikhomirova, Larisa F., and Galina V. Skrigan. "On some results of training students-defectologists for health-preserving and health-forming activities." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-341-347.
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The function of preserving and strengthening the health of children occupies a special place in the activities of teachers of each educational institution. To carry out effective work on the preservation, strengthening and formation of children's health, it is necessary that the teachers themselves be ready to engage in health-preserving activities. The author notes that the most relevant and effective is the preparation of students at the university for the implementation of the function of preserving and strengthening the health of schoolchildren. The author reveals the conditions necessary to increase the level of readiness of students-defectologists for activities to preserve and strengthen the health of children.
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Volosova, Svetlana A., and Vera V. Khitryuk. "Studying in an inclusive educational institution: the attitude of parents." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-394-399.
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The article presents the results of a study of the attitude of parents to teaching their normally developing children together with peers with special educational needs in an inclusive educational institution. The data obtained allowed us to make a comparative analysis of the parents 'awareness of learning in an inclusive educational institution, the opportunities for their child to study at school, and the parents' ideas about the difficulties that the child experiences in the process of joint learning.
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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.
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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.
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Carriera, Lucia, Chiara Carla Montà, and Daniela Bianchi. "THE IMPACT OF COVID-19 ON RESIDENTIAL CARE SERVICES FOR CHILDREN: A CALL FOR FAMILY-BASED APPROACH IN ALTERNATIVE CARE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end126.
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Children’s rights and needs are at the center of the United Nations 2030 Agenda for Sustainable Development, where education is viewed as crucial for providing the opportunities for sustainable, peaceful and equitable coexistence in a changing world. Alternative care settings are educational contexts (Tibollo, 2015) that deal with children in vulnerable conditions (UN General Assembly, 2010). For this reason, they can be considered as a sort of “field test” or “magnifying glass” on how the progress in striving to the implementation of the goals is proceeding – no one must be left behind. The 2020 global pandemic provoked an external shock to current socio-economic dimensions of sustainability. Education has been one of the most struck systems – let’s think of the 1,6 billion learners that have been affected by school closures (UNESCO, 2020). With this global framework in mind, the contribution aims at offering a pedagogical reflection on the impact the Covid-19 pandemic is having on children living in residential care centers (RCC). Worldwide, many RCCs, following the ongoing global pandemic, have been closed with the consequent return of children to their families of origin (CRIN, 2020). This process of deinstitutionalization, however, has not been overseen by rigorous monitoring, leading to increased risks of violence for children. This urges authorities to take carefully planned measures with respect to deinstitutionalisation in light of the COVID-19 pandemic (Goldman, et al., 2020). But Covid-19 is not only a health risk for children in RCCs. Because of the complex impact that the pandemic has had on the lives of children, on one side care responses are required, and on the other psycho-social and educational ones are also crucial (SOS Villaggi dei Bambini Onlus Italy; Save The Children, 2020). In Italy, for example, special guidelines have been drawn up to mitigate the spread of the virus within residential structures, that sometimes are overcrowded (Istituto superiore di sanità; SOS Villaggi dei Bambini Onlus Italia, 2020). In addition, tools have been provided to support the mental health of the children and adolescents that are deprived of opportunities for socialization given the closure of schools. In some cases they are isolated within the services themselves to mitigate the risk of the spread, causing a limitation in the possibility of seeing people outside the institution as their parents. Covid-19 underlines the urgency of promoting family-based alternative care for children. In particular, this paper aims to read through a pedagogical lens, the European scenario of residential services for children, to explore the impact of Covid-19 in these services; and to promote a family-based approach in alternative care preventing the risk of institutionalization in children welcomed.
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Ганаева, Есита Эминовна. "CHARACTERISTIC OF THE SPECIAL EDUCATIONAL INSTITUTIONS OF THE CLOSED TYPE FOR MINORS." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2020). Crossref, 2020. http://dx.doi.org/10.37539/ecs291.2020.90.54.038.
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Вопросы деятельности детских специализированных учреждений в условиях достаточно высокого уровня правонарушений, совершаемых детьми в настоящее время, продолжают оставаться актуальными. В статье рассматриваются вопросы деятельности детских специализированных учреждений закрытого типа. Issues of the activities of specialized children's institutions in the context of a sufficiently high level of offenses committed by children at the present time continue to be relevant. The article discusses the issues of the activities of specialized children's institutions of closed type.
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MERKYS, Gediminas, Daiva BUBELIENE, and Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.
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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.
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Skivitskaya, Maria E., and Svetlana S. Elifantieva. "The scientific and methodological support of the process of forming financial and economic literacy among children with intellectual disabilities." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-173-177.
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The article presents the characteristics of the scientific and methodological support of the process of forming financial and economic literacy among children with mild intellectual disabilities, including an adapted economic dictionary and an electronic workshop for children, guidelines for their use for teachers.The features of approbation and implementation of scientific and methodological support in the conditions of institutions of special and general secondary education are revealed; the specificity of its application in the process of preparing students of the I and II stages of higher education to work with children with intellectual disabilities
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Dorokhova, Tatiana. "Social-Pedagogical Support Of Children With Special Development Needs In Preschool Educational Institutions." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.4.
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Amarova, Asemgul T. "Organization of early screening and early psychological and pedagogical support for children and their families in the Republic of Kazakhstan." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-46-54.
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The author of the article pays attention to the provision of early comprehensive care, focused on the family. This is a system of specially organized activities of health, education and social protection agencies: early screening, determining the level of child development and designing individual early education programs, providing primary assistance in implementing developmental programs in a specially organized pedagogical environment, training and counseling families, psychological and legal support for families, early planned and emergency medical correction; coordination of all social institutions and services.
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Koliqi, Donika, and Naser Zabeli. "IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end062.
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Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers’ Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.