Nežymiai sutrikusio intelekto vaikų bendravimo gebėjimai integruotoje mokykloje

Direct Link:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Nežymiai sutrikusio intelekto vaikų bendravimo gebėjimai integruotoje mokykloje
Alternative Title:
Communication abilities of children with minor mental disorders in an integrated school
In the Journal:
Edukacinės studijos. 2008, 5, p. 218-228
Bendravimas / Communication; Mokytojų ugdymas / Teacher education; Psichikos sveikata / Mental health; Specialusis ugdymas / Special education; Vaikai / Children.
Summary / Abstract:

LTReikšminiai žodžiai: Bendravimo gebėjimai; Integruota mokykla; Nežymus intelekto sutrikimas, integruotas ugdymas, bendravimo gebėjimai; Vaikai, turintys nežymų intelekto sutrikimą; Children with Minor Mental Disorders; Communication Abilities; Insignificant intellectual disorder, integrated education, communication skills; Integrated School.

ENVioleta Skodienė and Zenonas Bajoriūnas in the article look into the issue of communication abilities of primary school pupils with minor mental disorders in an integrated school. It was established that the general basis of the pupils' communication education is organically related to the communication education to the pupils with minor mental disorders in an integrated school, development and broadening their abilities of communication and cooperation with the peers and adults, ability to respect themselves and others. In order to ensure the maturity of children with minor mental disorder for school, the importance of the development of social skills should be emphasized. The communication education of pupils with minor mental disorders in an integrated school has two organically interrelated sides. The first one is related to psychopedagogical effect while the second side is related to development of true-life experience. The development characteristics of children with minor mental disorders determine the particularity of communication (disordered informational, communicational and perceptual level of communication), limited emotional contact with peers and adults, difficulties in adapting to the requirements occurring from the communication, lack of adaptive skills. Their model of communication abilities in an integrated school (in its widest psychological and pedagogical sense it is perceived in this paper as the conditional view of communication - a scheme, a description, a reflection) contains.addressee-aware communication; the situation and motives of the speech use; observation of rules of politeness; listening to the interlocutor and reacting to the mood of his/her speech; understanding information needed by a child of the first years of school; correct use of standard language; asking for help; respect to the elder; getting to know the interlocutor, introducing oneself; participation in a dialogue; expressing positive and negative feelings; talking without fear of misfortunes and criticism; defence from negative evaluation and withstanding criticism; telling the truth, avoiding lie, differentiation between true and false indications; focus on the interlocutor; speaking in an optimal voice tone and normal loudness; eye contact when communicating; conveying moods and feelings through body movements; keeping proper distance to the interlocutor; understanding emotions reflecting in the face of the other person; proper use of friendly touches; showing interest (by facial expression, nodding); understanding the meaning and need of rules in the classroom, at school, in the family; critical evaluation of one's own behaviour; taking responsibility for one's decisions; control of words and actions during a conflict; work in group; showing sensitiveness, fellow-feeling, readiness to help; having a friend, trust in him/her; ability to admit one's guilt and forgive the one who has made a mistake; peaceful problem solving; looking for consensus. [From the publication]

Related Publications:
Paaugliai: sociopedagoginė dinamika / Marija Barkauskaitė. Vilnius : Vilniaus pedagoginis universitetas, 2001. 133 p.
2020-03-17 15:36:25
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