Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/109233
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dc.contributor.authorČiužas, Renaldas-
dc.contributor.authorVaicekauskienė, Violeta-
dc.coverage.spatialLT-
dc.date.accessioned2020-07-28T07:08:46Z-
dc.date.available2020-07-28T07:08:46Z-
dc.date.issued2013-
dc.identifier.issn13929569-
dc.identifier.otherVDU02-000064199-
dc.identifier.urihttps://www.vdu.lt/cris/bitstream/20.500.12259/109233/1/ISSN2351-6011_2013_V_33_N_1.PG_98-112.pdf-
dc.identifier.urihttps://hdl.handle.net/20.500.12259/109233-
dc.description.abstractSpecialiųjų poreikių turinčių asmenų socializacijos procesas yra glaudžiai susijęs su socialine partneryste, kuri lemia sėkmingas partnerių tarpusavio sąveikas bei ryšius, padedančius asmeniui socializuotis bendroje veikloje. Šiame straipsnyje analizuojamos specialiųjų poreikių turinčių asmenų partnerystės strategijos ir jų įgyvendinimo savitumai skirtingose specialiųjų poreikių asmenų globos bei ugdymo institucijose. Pateikiami trijų partnerystės strategijų tyrimų duomenys remiasi plačia ir gilia mokslinės metodinės literatūros analize ir ilgamete partnerystės strategijų tobulinimo praktika, įgyta tiesiogiai vadovaujant bei tyrinėjant asmenų, turinčių specialiųjų poreikių, socializacijos veiklą vienoje iš globos institucijųlt
dc.description.abstractThe aim of the article is to disclose the peculiarities of the use of social partnership strategies in the socialization process of persons with special needs. The first part of the article is designed to expose the theoretical framework of social partnership according to the legal and pedagogical point of view. It discusses a conception of the concept of social partnership, principal terms of social partnership and their implementation possibilities and forms in the socialization process of persons with special needs. It should be noted that in the special education a partnership paradigm is associated with a category of co-operation, which is useful in revealing an educational aspect of partnership. Moreover, this part also examines the strategies of the implementation of social partnership and the models that have been applied to the socialization process of persons with special needs: the first model is a strategy as a planned, anticipated and prospective activity (Hofer, Schendel, 1978), the second model is a strategy as a system of the organizational activities (Mintzberg, Waters, 1985). The second part of the article describes the peculiarities of the use of three strategies and the organization of a study, which are further disclosed together with the study results. The third part of the article concentrates on the presentation and analysis of threeen
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.description.sponsorshipŠvietimo akademija-
dc.format.extentp. 98-111-
dc.language.isolt-
dc.relation.ispartofSocialinis ugdymas : mokslo darbai. Vilnius : Edukologija, 2013, t. 33, nr. 1-
dc.relation.isreferencedbySocINDEX with Full Text (EBSCO)-
dc.relation.isreferencedbySocINDEX (EBSCO)-
dc.rightsSutarties data 2019-04-10, nr. A1919, laisvai prieinamas internetelt
dc.subjectSocialinė partnerystėlt
dc.subjectPartnerystės strategijalt
dc.subjectSpecialiųjų poreikių turinčių asmenų socializacijalt
dc.subject.classificationStraipsnis kitose duomenų bazėse / Article in other databases (S4)-
dc.subject.otherEdukologija / Education (S007)-
dc.titleSocialinės partnerystės strategijos specialiųjų poreikių turinčių asmenų socializacijos proceselt
dc.title.alternativeStrategies for social partnership in socialisation of persons in special needsen
dc.typeresearch article-
dc.date.updated2020-09-04T10:54Z-
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local.typeS-
item.fulltextWith Fulltext-
item.grantfulltextopen-
crisitem.author.deptŠvietimo akademija-
crisitem.author.deptŠvietimo akademija-
Appears in Collections:Socialinis ugdymas / Social Education 2013, t. 33, nr. 1
Universiteto mokslo publikacijos / University Research Publications
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