Mokinių specialiųjų ugdymo (si) poreikių identifikavimas : specialiojo ugdymo komisijos veiklos aspektas

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Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Mokinių specialiųjų ugdymo (si) poreikių identifikavimas: specialiojo ugdymo komisijos veiklos aspektas
Alternative Title:
Identification of special (self)-educational needs: the aspect of special development commission’s activity
In the Journal:
Edukacinės studijos. 2008, 5, p. 251-260
Specialiojo ugdymo komisija, specialieji ugdymosi poreikiai,; Specialiojo ugdymo komisija, specialieji ugdymosi poreikiai, spėcialiųjų ugdymosi poreikių identifikavimas; Spėci aliųjų ugdymosi poreikių identifikavimas.
Commission on Special Education, special educational needs, identification of special educational needs; Identification of educational needs; Special Education Commission, Special Educational Needs,.
Summary / Abstract:

LTStraipsnyje pateikiamas tyrimas, kurio rezultatai atskleidė ugdymo realybėje egzistuojančią mokinių specialiųjų ugdymosi poreikių identifikavimo situaciją. Analizuojami veiksniai, lemiantys šio darbo sėkmę: žmogiškieji ištekliai, bendradarbiavimas, kvalifikacija ir kompetencija. Paaiškėjo, kad mokyklų specialiojo ugdymo komisijų veikla įvardijama kaip nekompetentinga, nes komisijose trūksta specialistų, ypač psichologų. Tėvų nesutikimas įvertinti vaiko specialiųjų ugdymosi poreikių yra didžiausia kliūtis sudarant vaikams galimybes ugdytis pagal gebėjimus. Visiems respondentams labiausiai trūksta psichologinių žinių. Siekdami įvertinti mokytojų pastangas dirbant su specialiųjų ugdymo(si) poreikių turinčiais vaikais, vadovai dažniausiai sudaro galimybes tobulinti kvalifikaciją.

ENDealing with educational today’s problems the well-timed identification of special (self)-educational needs (SENs) is becoming especially talking point because it eliminates the reasons of unlucky learning, which negatively affects to the child’s personality, helps to solve the most actual educational problem in EU and Lithuania - the qualitative development of all schoolchildren and guarantees the prevention of dropping out of schools. The purpose of research - to show the situation (problems, reasons) of identification of special (self)-educational needs of schoolchildren in the commissions of special development and formulate the recommendations for improving this work. The purpose is realized by these goals: a) to discover the survey of development of institutions that identify SENs and the conception of special development commission (CSE); b) to discuss the conception of special (self)- educational needs and their identification as well as the matter of activity; c) to estimate the opinion of respondents about SEN which are not identified and ascertain the causes of not-identification; d) to investigate and sum up the situation of identifying SENs; e) to prepare the recommendations for school leaders to improve the functioning activity of CSE. The methods of research: analysis of statistic data, calculation of percentage, graphic and correlative analysis. The basis of research: 224 exploratory people participated in the research: 41 school leaders, 74 members of CSE, 109 monitors of 3-7 classes from 7 primary and 14 basic schools of Utena district.The research showed up that CSE at schools are not complete and especially psychologists arc lacking. In opinion of responders, for this reason the commission becomes incompetent if it can’t evaluate the special (self)-educational needs of schoolchildren and avoid doing it. More than half of respondents can see the danger of unassessed Special Educational Needs (SENs). Pedagogues are solid to acknowledge that parent’s avoidance to talk on their children’s learning difficulties and to give consent for assessment of their child’s SENs is the biggest barrier in giving a child opportunity to learn according to his/her abilities. The power of collaboration relations between the members of Commission on Special Education (CSE) in identification of SENs may not be treated unambiguously because all specialists work in one CSE. New competences are necessary in work with children having SENs but they are not developed sufficiently as more than half of respondents thinks that there is a lack of them. All the respondents mostly lack for psychological knowledge. Seeking to appreciate teachers’ efforts in work with children having SENs, headmasters usually give opportunities for them to go to courses. [From the publication]

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2019-11-22 13:21:00
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