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Psycho–social factors influencing the quality of education of sen children

Social Work

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Title Psycho–social factors influencing the quality of education of sen children
Psichosocialiniai veiksniai, turintys įtakos specialiųjų poreikių vaikų ugdymo kokybei
 
Creator Ambrukaitis, Jonas
 
Subject —
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Description During the postwar period until the Declaration of Independence and during several following years there was prevailed a medical (clinical)–corrective model of educating SEN children (children with special needs) in Lithuania (Ruškus, 2001 and others). Today when Lithuania is undergoing reforms of educational system the social–interactive model of educating SEN children is being discussed more widely (Ambrukaitis, 1997; Ruškus, 2001; Ališauskas, 2001 and others). Nevertheless, there is almost no discussion in scientific literature or in pedagogues’ community concerning the similarities and differences of both educational trends, their essential advantages and disadvantages etc. The article discusses psychosocial aspects of SEN children’s education revealing the perception of social–interactive model as essential criteria for evaluating the quality of SEN children’s integrated education.Taking into consideration the results of questioning 923 pedagogues from 62 mainstream schools and 138 heads of schools the following conclusion was made that the investigation programmes of SEN children’s psychosocial education present sufficient information concerning preparation of schools to educate the disabled children and the quality of education. The programmes could be applied in complex assessment of work of educational institutions that work with SEN children.
Visą pokarinį laikotarpį iki pat nepriklausomybės atkūrimo ir pirmaisiais jos metais Lietuvoje vyravo medicininis (klinikinis)–korekcinis specialiųjų poreikių vaikų ugdymo modelis (Ruškus, 2001 ir kt.). Šiandien Lietuvoje reformuojant švietimo sistemą vis plačiau kalbama apie socialinį–interakcinį specialiųjų poreikių vaikų ugdymo modelį (Ambrukaitis, 1997; Ruškus, 2001; Ališauskas, 2001 ir kt.), tačiau tiek mokslinėje literatūroje, tiek pedagogų bendruomenėje beveik nediskutuojama, kuo viena ir kita ugdymo kryptis panaši ir kuo skiriasi, kokie yra vienos ir kitos ugdymo krypties esminiai privalumai ir trūkumai ir t.t. Šiame straipsnyje analizuojami specialiųjų poreikių vaikų (toliau – SPV) ugdymo psichosocialiniai veiksniai, kurie tiesiogiai atspindi socialinio–interakcinio modelio sampratą ir yra esminiai SPV integruoto ugdymo kokybės vertinimo kriterijai.
 
Publisher Mykolo Romerio Universitetas
 
Contributor —
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Date 2014-06-18
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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Format application/pdf
 
Identifier https://www3.mruni.eu/ojs/social-work/article/view/2231
 
Source Social Work; Vol 1, No 1 (2002): Social Work; 34-42
Socialinis darbas; Vol 1, No 1 (2002): Social Work; 34-42
2029-2775
1648-4789
 
Language ltu
 
Relation https://www3.mruni.eu/ojs/social-work/article/view/2231/2030
 
Rights Copyright (c) 2014 Social Work