Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/117481
Type of publication: master thesis
Field of Science: Edukologija / Education (S007)
Author(s): Dubauskaitė, Rima
Title: Kai kurie mokytojų kompetencijos aspektai integruotai ugdyti specialiųjų poreikių mokinius
Other Title: The competence of teachers educating children with special needs
Extent: 74 p.
Date: 30-Jun-2006
Keywords: secondary school;specialieji ugdymosi poreikiai;aspektas;kompetencija;special needs;bendrojo ugdymo vidurinė mokykla;competence
Abstract: This article discusses the psychological, methodological, practical and partially administrative communicative competence of teachers at one Vilkaviškis secondary school (SSCH) to educate children with special needs (SN) in integrated teaching conditions. It presents the results of teachers‘ questionnaire, recommendations for national pedagogical studies for BA, MA and qualification courses. The article draws five conclusions: 1.Teachers in Vilkaviškis SSCH do not possess the psychological competence for integrated education of children with SN. Due to the dominating psychological stereotypical bias some teachers are not interested in special education, partially take the individual qualities of children with SP into consideration, do not seek better quality of education, refuse to cooperate, leave education to the competence of a special educator or speech therapist. 2. The methodological competence of teachers in Vilkaviškis SSCH is insufficient since the majority of teachers have not heard a course of lectures on special education, 1/5 of teachers have not been certified, 65,1% of teachers regard their abilities to recognize a pupil with SN as unsatisfactory or insufficient, they do not know the main principles of work with children with SN. 3. The low quality practical competence of teachers in Vilkaviškis SSCH is mainly determined by the negative attitude of the school community to the integrated education of children with SN and by the lack of methodological knowledge, practical experience and shortage of recourses. The poor quality of practical competence of teachers is partially determined by the lack of administrative competence of school authorities. 4. Teachers in Vilkaviškis SSCH pursuing better quality education are not ready to cooperate with the parents of children with SN and members of the special education committee. There is no social and professional cooperation between teachers; teachers are avoiding partnership contacts with the parents. 5. Recommendations for the national pedagogical studies – BA, MA and qualification courses - the course of special education in universities should concentrate on the acquirement of new methods, the creation of partnership and administrative knowledge.
Internet: https://hdl.handle.net/20.500.12259/117481
Affiliation(s): Švietimo akademija
Vytauto Didžiojo universitetas
Appears in Collections:VDU, ASU ir LEU iki / until 2018

Files in This Item:
Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

10
checked on May 1, 2021

Download(s)

4
checked on May 1, 2021

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.