Tėvų, auginančių kalbos ir komunikacijos, intelekto, judesio bei padėties sutrikimų turinčius vaikus, bendradarbiavimas su ikimokyklinio ugdymo įstaigos specialistais

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Tėvų, auginančių kalbos ir komunikacijos, intelekto, judesio bei padėties sutrikimų turinčius vaikus, bendradarbiavimas su ikimokyklinio ugdymo įstaigos specialistais
Alternative Title:
Cooperation of parents raising children with speech and communication, mental, and physical disorders with the specialists from preschool education institution
In the Journal:
Edukacinės studijos. 2008, 5, p. 32-40, 277-278
Keywords:
LT
Ikimokyklinio ugdymo įstaigos specialistai; Specialiųjų ugdymosi poreikių vaikai, ikimokyklinis ugdymas, bendradarbiavimas; Tėvai, auginantys vaikus, turinčius kalbos ir komunikacijos, intelekto, judesio bei padėties sutrikimų.
EN
Children with special educational needs, pre-school education, cooperation; Disorders; Parents Raising Children with Speech and Communication, Mental, and Physical; Specialists from Preschool Education Institution.
Summary / Abstract:

ENVilmantė Bogdienė and Marytė Gaigalienė in their article analyze the issue of parent-specialist communication in educating children with speech and communication, mental, and physical disorders. The authors claim that the importance of early intervention and preschool education is particularly emphasized in the education of children with speech and communication, mental, physical and other disorders. The earlier the child's disorders are diagnosed and education and correction program is applied in cooperation with the family, the better are the child's forecasts. Specialists (speech therapists, special pedagogues, physical education pedagogues, class teachers) most often apply various traditional forms of communication for keeping contact with parents raising children with special needs. The prevailing parent-pedagogue communication model is functional model when all discuss the child's education together and make common decisions. The common-decision model is preferred by more than a half of pedagogues with less experience and less than a half of those with more experience. One third of all pedagogues chose the model of experience exchange. Only one fifth of pedagogues with greater work experience apply the dysfunctional model when the cooperation between the specialists and parents is absent. According to the parents and pedagogues, the parents' education, personal character traits and availability are the main factors that have impact on the cooperation. [From the publication]

ISSN:
1822-9204
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https://www.lituanistika.lt/content/66969
Updated:
2020-01-23 14:10:06
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