Specialiųjų poreikių mokinių istorijos vaizdiniai

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Specialiųjų poreikių mokinių istorijos vaizdiniai
Alternative Title:
Peculiarities of history of children with special needs
In the Journal:
Specialusis ugdymas [Special Education]. 2004, Nr. 1 (10), p. 67-72
Summary / Abstract:

LTKiekvieno dalyko mokymas(is) sukelia didesnių ar mažesnių sunkumų specialiųjų poreikių mokiniams. Istorija - vienas sunkesnių pasakojamųjų dalykų mokykloje. Istorinius įvykius, reiškinius specialiųjų poreikių vaikams sunku suvokti, kadangi dauguma dalykų vyko seniai, mokiniams nepažįstamoje aplinkoje, visiškai kitokiomis aplinkybėmis negu tos, kurios yra dabar. Psichinės ir fizinės vaikų raidos trūkumai dar labiau apsunkina istorinių procesų suvokimą, trukdo formuoti(s) istoriniam mąstymui. Istorijos vaizdiniai - viena svarbiausių sudedamųjų istorijos žinių dalis. Jais remiantis formuojamos istorinės sąvokos. Kai kuriems specialiųjų poreikių mokiniams dėl jų mąstymo ypatumų istorijos mokymasis ir baigiasi vaizdinių lygmeniu, kuris nepereina į sąvokinį mąstymą. Gauti rezultatai leido palyginti mokinių vaizdinius su sudarytais tų vaizdinių modeliais, nustatyti tirtų istorijos vaizdinių ypatumus, atlikti kiekybinę ir kokybinę analizę, padaryti kai kurias išvadas ir apibendrinimus. [Iš leidinio]

ENThe problem has been insufficiently analysed in special didactics of history. History images are important because they are the basis in formation of history conceptions. Profundity and comprehensiveness of history conceptions and the analysis of history phenomena are determined by the kind of images formed. Besides, learning history for majority of SEN pupils because of their thinking peculiarities is possible only at an image level, without transition to conceptual thinking. 226 pupils from Vilnius, Klaipeda, Siauliai, Zagare, Kelme, Mazeikiai, Alytus, Raseiniai, Taurage and Skaudvile schools took part in the research in 1995, 1997, 2001, 2002 and 2003. We examined what kind of images the pupils had concerning the first people who lived in the territory of Lithuania, the battle of Saule and the foundation of Vilnius. The quantitative and qualitative analysis of the data obtained has clearly demonstrated that more than half of the pupils had acquired sufficiently right images. The best image acquired was "the foundation of Vilnius", the worst one appeared to be "the battle of Saule". The article presents examples of the pupils' images, the most frequent mistakes and inaccuracies. The paper also contains conclusions and generalizations. The major conclusion is that majority of SEN pupils can perceive the material in special history programme what denies a developing opinion that these pupils are not able to master the history course of the special programme. In recent years the number of SEN children in mainstream schools is increasing. SEN children are the children who experience various learning problems because of psychic or physical development yet quite a big part of them has got specific problems of education. Pupils in primary classes feel those problems while learning to read, write and count.Those pupils are not able to learn the subjects with the rest and their special educational needs become more and more distinct. They are characterized as the needs for assistance and provision because the requirements for education and self-education are not adequate to the possibilities of the individual with special needs (Ališauskas, 2002). In such cases Special Educational Councils of schools, Pedagogical and Psychological Services of the cities and districts recommend modification or adaptation (in special cases) of the Lithuanian language, mathematics programmes or both for those pupils. In senior forms there are included more complicated subjects into curriculum: geography, history, chemistry etc. Nevertheless SEN children usually study only the Lithuanian language and mathematics according to the modified programme. There is a question if SEN children could acquire a satisfactory knowledge of the above mentioned subjects included into the mainstream school's curriculum. How could pupils with visual, audio-visual, language and other disorders who are unable to read fluently (paying their attention to linking the sounds of words but not to their meanings), to spell words or write sentences without mistakes, understand complex historical phenomena, comprehend certain laws, logical connections etc.? Teachers of different subjects knowing hardly enough about peculiarities of SEN pupils' education, trying to avoid additional work which is necessary for modification and adaptation of programmes, preparation of special teaching devices, making assessments etc. usually demand less from SEN pupils saying that those pupils had acquired the minimum of the programme. It is difficult to say what the real situation is for as we know there haven't been any investigations in Lithuania aiming to find out how SEN pupils learn the narrative subjects. [From the publication]

ISSN:
1392-5369; 2424-3299
Related Publications:
Specialiųjų poreikių mokinių istorijos vaizdiniai / Juozas Pumputis. Šiauliai : Šiaulių universiteto leidykla, 2005. 82 p.
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https://www.lituanistika.lt/content/43417
Updated:
2020-04-04 11:02:10
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