Nežymiai sutrikusio intelekto mokinių profesinio mokymo pedagoginės psichologinės prielaidos

LTStraipsnyje pateikiamas tyrimas, kurio tikslas buvo įvertinti nežymiai sutrikusio intelekto mokinių profesinio mokymo efektyvumą, išskiriant mokinių mokymo specifiškumą Tyrimas atskleidė, kad siekdami išmokyti profesijos, parengti neįgalų jaunuolį - atitinkamos kvalifikacijos specialistą darbo rinkai, profesijos pedagogai susiduria su pedagoginėmis bei psichologinėmis problemomis. [Iš leidinio]Reikšminiai žodžiai: Mokymo efektyvumas; Nežymiai sutrikusio intelekto mokiniai; Nežymiai sutrikęs intelektas; Pedagoginės ir psichologinės prielaidos; Profesinis mokymas; Mildintellectual students; Pedagogical and psychological assumptions; Slightly impaired intellect; Training effectiveness; Vocational education and training; Vocational training.

ENTrying to implement the principle of social equity of Lithuanian education reform it is very important that people with the disconcerted intelligence would get the possibility to gain the desirable, as well as appropriate to their abilities, professional qualification, and could improve it later on. The main assumption for the integration of young people into the society and becoming its full-fledged members is appropriate learning and achieving mastery of the specific speciality. Professional training of the pupils with slightly distorted intelligence distinguishes by its specificity. Educators of profession have to take into account the limited intellectual faculties, abilities, to choose such forms and means of education, by which the pupils could disclose their abilities and completely realise themselves; but at the same time those means have to be appropriate in their professional competency. The goal of the study: to evaluate the effectiveness of the pedagogical-psychological assumptions of vocational education, differentiating the specificity of the education of pupils with slightly distorted intelligence. The study has revealed that, according to the assessment of educators, the learning level of the pupils with slightly distorted intelligence depends on: educational theoretical and practical subject; level of the goals in the cognitive, affective and psychometric areas; and form of the mental retardation.The attitude of the educators to the learning of the pupils was determined; mostly expressed peculiarities of the pupils' activity, behaviour and collaboration were determined, considering forms of the mental retardation. It was determined that educators are able to assess the factors, impeding the pupils' learning of profession; educators, however, use inadequately interactive pedagogical techniques, grounded on visualized education. Educators of profession are lacking of professional-pedagogical training while dealing with the pupils with distorted intelligence. [From the publication]