Pedagoginė sąveika integruoto ugdymo sąlygomis

Mokslo publikacijos / Scientific publications
Document Type:
Knyga / Book
Lietuvių kalba / Lithuanian
Pedagoginė sąveika integruoto ugdymo sąlygomis
Alternative Title:
Specific features of pedagogical interaction in conditions of integrated education
Publication Data:
Šiauliai : Šiaulių universiteto leidykla, 2003.
169 p
Įvadas — Pedagoginės sąveikos integruoto ugdymo sąlygomis teoriniai pagrindai — Asmens neįgalumo ir integruoto ugdymo apibrėžtis — Pedagoginės sąveikos integruoto ugdymo realybėje samprata — Aplinkybės, sąlygojančios integruoto ugdymo raidą — Integruoto ugdymo raiška societariniu ir socialiniu-pedagoginiu lygmeniu — Integruoto ugdymo juridinis reglamentavimas Lietuvoje — Tėvų ir specialistų nuostatos į integruotą ugdymą — Pedagoginės sąveikos raiška integruoto ugdymo sąlygomis — Ugdymo modelis, diegiamas Vilniaus „Versmės“ vidurinėje mokykloje — Atviros ugdymo aplinkos samprata — Palankiausios ugdymo aplinkos vertinimas: institucinis lygmuo — Ugdymo prieinamumo ir pedagoginės sąveikos analizė: interpersonalinis lygmuo — Kryptingos moksleivių asmenybės ugdymas heterogeninėje bendruomenėje: intrapersonalinis lygmuo — Pedagoginės sąveikos heterogeninėje bendruomenėje įtaka pedagogų savijautos kaitai — Išvados — Summary — Literatūra.
Mokytojų ugdymas / Teacher education; Neįgalieji / Disabled persons; Specialieji poreikiai / Special needs; Specialusis ugdymas / Special education; Ugdymas / Education.
Recenzija leidinyje Specialusis ugdymas. 2003, Nr. 2 (9), p. 11-23
Summary / Abstract:

LTReikšminiai žodžiai: Integruotas ugdymas; Neįgalieji; Nuostatos; Heterogeninė bendruomenė; Specialusis ugdymas; Specialieji poreikiai; Integrated education; Disabled people; Attitudes; Heterogeneous community; Special education; Special needs.

ENThe education reform in Lithuania has had an impact on all-structural spheres and levels. The most significant reform is taking place in the sphere of special education as it has been changing not only the situation that the society is not always aware about if special needs children but reforms the system of education. [...] In this work integration is defined as the meeting of people with different activity possibilities and abilities in order to perform systematic pedagogical activity in solving training tasks of person ’s individual needs on a partnership basis. The object of research: Integrated education of children with special needs in a regular school. Scientific problem: Expression and influence of pedagogical interaction on students personality in conditions when normally developing children and children with limited activity possibilities study together at regular school. Hypothesis: Education in a heterogeneous community paved by humanistic pedagogical relations opens educational environment and is an essential condition required for integration into society of people with limited possibilities activity as well as for expansion of social relations among normally developing people. The aim of the research: To define and form the integrated education factors and strategies on the basis of which the pedagogical interaction connections are being built opening ways to students with special needs for activity and helping to develop a positive attitude towards them, thus raising tolerant members of democratic society. Objects of the research: 1. To form theoretical basis of integrated education model at regular public school. 2. To analyze and outline the specific features of pedagogical interaction within the model if integrated education, to find out parents and educators’ point of view and expectations referring to integrated education.3. To analyze the specific features of educational environment and to outline preconditions that guarantee access to education for children with different abilities. 4. To analyze main points of teaching content, its adaptation and implementation into schools of regular public school level. 5. To reveal specialities of self - expression and professional development if educators’ who work in conditions of integrated education. 6. To prepare recommendations on such issues as organisation of integrated education, upgrading of teachers’ qualification and would - be teachers’ training to work with limited possibilities activity children. Methods of research: 1. Analysis of scientific sources. 2. Empirical methods. One alternative pedagogical experiment was carried out durung the period of 1993 - 2000, while making research of the author’s educational system model that is being implement at ‘Versme’ public school. Works of experts, Questionnaire methods, investigation of monographic cases and analysis of practical experience were used. [...] Scientific novelty of the research is created by the works carried out for the first time in Lithuania, such as: pedagogical multi-interaction in heterogeneous school community was theoretically paved and empirically investigated for the first time in Lithuania; the factors determining its success were underlined an impact on students' personality’s formation evaluated. The model of public school that joins general and special education is being presented and analyzed. [...] The theoretical actuality of this work is a model of integrated education substantiated by dissertation research both theoretically and empirically. The model’s foundation is a comprehensive, all - round pedagogical interaction. One may state that integrated education as a new' direction of education gives an implication to school’s humanization marked by reforms of education in Lithuania. [...].The practical actuality of the work is that the model of integrated education and separate parts of it can be implemented in any heterogeneous community of educational institution. [...] The results of the research proved the hypothesis that education in heterogeneous community based on humanistic pedagogical relations, opens educational environment and is an essential condition for integration of persons with limited possibilities of activity into society; as for normally developing students it serves as an indispensable condition to expand their social relations. [...] An integrated education is defined as a meeting of people with different possibilities and abilities of activity for systematic pedagogical activity on partnership basis to solve educational tasks answering individual’s personal needs. [...] Result of the research - principles of integrated education were formed as following: equal rights of the community members, equal value and right to one’s natine; flexible system of differentiated education, educational environment adapted to the needs of every student, orientation towards everyone’ abilities, со-ordination of student’s individual needs and standards of education in choosing education strategy. [...] Heterogeneous environment stimulates growth of teacher’ competence and wish to improve. The educators participating in the project of integrated education experience positive feelings, desire to know students with limited possibilities for activity better; they strive for personal perfection and upgrading their qualification. The groups of educators in relation to their attitude towards integrated education were marked out; the majority of educators are optimistic and resolute people. [From the publication]

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