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The scientific studies have shown that deaf students in comparison to their hearing peers find mathematical word tasks much more difficult to solve. Following this finding, in our article we are discussing how Lithuanian oral/written and Sign languages (LSL) supported by illustrations might assist deaf students solving mathematical word problems. The analytical part of this article is based on results from a small field survey – deaf students were asked to take math word problems followed by discussions with the same students (performed in LSL) about their (un)success. The following methods have been applied: instrumental case study, written survey, observation, and qualitative content analysis. Due to the specifics of schools for deaf children we have chosen a small sample group consisting of six deaf 3rd grade students. Study results show that it was quite difficult for deaf students to understand what exactly the mathematical word problem has been asking for. This observation leads to the assumption that it would be useful making wording of math problems shorter and at the same time more friendly to the mindset of the deaf students. On top of that, the wording and written language constructions used in mathematical word tasks should be at the level of overall language comprehension of deaf students at that age level. This approach would lead to more rational teaching strategies to be used for deaf students - enabling them to recognize the key message in the task by separating it from the less important secondary information. The results also show that deaf students very rarely use illustrations as a supporting tool while resolving mathematical word tasks (though it might be some exceptions if students are asked to solve tasks that are more complex). This observation supports the idea, that it would be useful to apply proper illustrations helping to enhance the understanding and strengthen the ability to overcome the low comprehension of verbal information. In that case, the key objective in teaching deaf students would be in how to extract the required mathematical information from the illustrations presented and connect it with the word task itself. It has been noticed also that deaf students usually ask for help and support in Lithuanian Sign language. This underlines the importance of having the teacher able to communicate in their preferable way (using LSL) on a constant basis.
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This paper reports on a capacity-building project in higher education known as DARE (Developing programs for Access of disadvantaged groups of people and Regions to higher Education), as viewed through the lenses of Hanan Alexander’s pedagogy of difference, Uri Bronfenbrenner’sbioecological theory of human development, and Chris Argyris’s concept of action science. The project is funded by the European Commission’s Education, Audiovisual and Culture Executive Agency. Following a literature review, the report analyzes data drawn from documents, observations, and focus groups to explore how and why policies addressing accessibility to higher education for disadvantaged groups are implemented in different international contexts. Influenced by international initiatives, DARE has provided material, conceptual, professional, and collegial resources to have an overall positive effect on advancing access to and inclusion in higher education for minorities, students with disabilities, and women.
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Today inclusive education encompasses many more types of “otherness” than before. Systems like the Universal Design for Learning encourage us to consider the abilities of all learners, not just those with disabilities, yet in-service and preservice teachers feel unprepared to teach diverse populations of students, accounting for negative attitudes towards inclusion. Changing the dispositions of future teachers is no easy task. For teacher education to become transformative rather than reproductive, many researchers have pointed to field experiences as being the key to success in changing teacher practices and dispositions. Since field experiences involve collaboration between the pre-service teacher and the school-based mentor, the aim of this research was to examine the voices of participants and prompted these research questions: how are future music teachers being prepared by university-based teacher education programs for inclusive classroom practice? What problems do pre-service music teachers face during field experiences? What challenges do school-based mentors face when guiding student teachers to work with diverse pupil needs? Focus group discussions were chosen as the method of data collection. Three groups consisted of bachelor-level students from two Lithuanian universities. The fourth consisted of six music teacher mentors.
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De nos jours, la plupart des systèmes actuels d’enseignement se proposent comme principed’organisation l’équité et l’égalité de chances. Cependant, au niveau des mesures de politique éducative,on ne fait pas explicitement référence à l’égalité entre les genres, la seule disposition concernant l’égalitéd’accès à l’éducation. Par contre, l’accent mis sur la formation de la personnalité, le principe du respectdes caractéristiques individuelles et le traitement différencié sont des priorités des systèmes éducatifs quifavorisent implicitement le respect des particularités de genre.
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According to the Preschool and School Education Act of August 1, 2016, all children/students must be “integrated” in the context of education as a process including ‘training, education, and socialization’. The inclusive education is defined as a ‘process of recognizing, accepting and supporting the individuality of each child or student and the diversity of needs of all children and students’. Everything seems to be clear: instead of various strategies and integration programs, there is already an Act stipulating the need for equal access to education for each child, attention to the individual characteristics of each child, overcoming the negative marking of differences between children in the name of achieving “inclusion” of all of them. Doubts of such an understanding of inclusive education arise when looking at the second part of the definition of inclusive education included in the Additional Provisions of the Act: ‘... by activating and incorporating resources aimed at removing barriers to learning and getting knowledge.’ It turns out that the focus is on eliminating barriers to learning, not child/student involvement in the process of their ‘learning, upbringing and socialization’. A careful reading of the Act reinforces these doubts because of linking ‘inclusive education’ with 'children with special educational needs', and because of the transformation of ‘resource centers for the support of integrated education and upbringing of children and pupils with special educational needs' into 'regional centers for supporting the inclusive education process.’
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The article traces the performance on the labor market, the income, and some personal characteristics of a sample of 231 young Roma with secondary or higher education based on the level of segregation in the schools they attended at different levels of education. We look at how educational segregation is linked to income after graduation, current status and typical short-term transitions on the labor market and personal characteristics. Our main conclusion is that learning in a segregated or desegregated environment and the transitions between them have controversial effects on learning, income, activity, and chances of finding a job and are related to the development of different socio-emotional skills.
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This article describes the risk environment in the Bulgarian town of Pazardzhik related to the access to school education. The analysis draws upon empirical evidence gathered from focus groups and interviews done as part of the field work in the project “Educational Inequalities and Social Chances”. The term “risk environment” derives from the broader definition of “social environment” by Barnett and Casper, which encompasses a vast spectrum of social, physical and economic phenomena. Taking inspiration from Durkheim’s idea that human minds populate the social environment with its forces, I see the alarming voices of the interviewed as weaving the “tapestry” of risks. The narrative serves as simply a means to amplify the voices and put the seemingly disjointed excerpts in order. The stories I draw upon are important as they enable us to trace the contours of an underlying web of problems, which have a critical impact on school education yet they remain beyond the reach of the educational policies. The article argues that the lack of detailed knowledge and insight into the subtle nuances of the local environment undermine the success of possible mitigation strategies. The analysis highlights the inherent weaknesses of any attempts to curtail risks through purely financial and administrative solutions.
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Vehicle safety is a complex characteristic to reduce the objective possibility for occurrence of the road accidents and for curbing the consequences of the accident. That property is subdivided into two groups of active and passive safety. Active safety of vehicles requires new solutions that decrease the accidents on the road and avoid the hazardous situations. It is a challenge for manufacturers and is becoming a necessity in terms of created a global auto mobilization.
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The development of communication abilities at children with hearing impairment and multisensory disabilitieshas to be approached within a complex and holistic program that takes into consideration the importance ofsymbolic communication. Widgit Symbols represent an efficient visual and multimodal modality that supportsthe development of intention in communication, facilitates comprehension, develops language for individualswith disabilities who have difficulties in producing or understanding language. The present case study ilustratesthe modality in which a developed and implement program based on Widgit symbols determins progress in thedevelopment of communication abilities
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Review of: DARDIGOVÁ, J., C., HEWARD, W., L.: Domluvme se: Kniha o smlouvách detí a rodičů. Brno: Masarykova univerzita, 2018. 128 s. ISBN 978-80-210-8900-6
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Students’ understanding of scientific phenomena have been of considerable interest to science education researchers. However, students’ conceptions might differ from those generally accepted by researchers as scientific concepts. This study was possessed the conception profile of college students in mechanics by using: Force Concept Inventory (FCI) and Mechanics Baseline test (MBT). The study identified the concept of supporting the cause of misconceptions. A descriptive quantitative approach was used, which included 90 college physics students at Surabaya State University as the participants. The results indicated that, first, students conceptions on Newtonian mechanics based on FCI performed that students at Junior level better than Sophomore and Freshman. Second, the overall level of misconception among college students was moderate (68.86%). The two highest levels of misconception were kinds of force with fluid contact (81.67%) and Newton’s second law (78.33%). Third, according to MBT, college students have a very low understanding regarding the kinds of acceleration, kinematics, energy conservation, superposition force, action-reaction, and free fall. Last, the overall level of misconception among college students was high (75.91%). The highest levels of misconception were the topics of kinematics; both centripetal and average acceleration (86.67% and 85.56%, respectively). The students also performed high level in misconception in general principles (such as, energy conservation, superposition of force, free fall, and action-reaction).
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Today, the education of children with learning disabilities has become a social issue. There are few studies on this subject in Turkey. This study aims to investigate the relationship between competencies of teachers towards students with learning disabilities, their self-efficacy resources of and positive teaching skills. The study group of the research, which is designed as quantitative research, consists of 317 teachers working in 25 official primary schools and 10 private primary schools. The Teacher Competencies towards Students with Learning Disabilities Scale, the Positive Teacher Scale and Self- Efficacy Resources Scale were used for data collection. Descriptive statistics and Pearson correlation coefficients were used to analyze the data. As a result, a positive, moderate and significant relationship was found between the teachers' positive attitudes and creating a flow during the course, consideration, motivation, focus on the lesson, and attention gathering.
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The contribution presents the development of special education in Slovenia in the interwar period: from the first special class at the IV City School for Boys in Ljubljana’s district of Prule in 1911 to the development of independent special schools in Ljubljana and Maribor and their efforts for the maximum inclusion of children with mild developmental disabilities into the system of special education, which provided them with primary education and prospects for an independent life. The contribution focuses on the special school in Maribor in the context of a general presentation of special education in Slovenia in the pre-war period.
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The study is an evaluation of the class for children with autism spectrum disorder (ASD) in a public school in Rzeszów, Poland. The addressed issues concern the educational and therapeutic process, social integration of children with ASD, attitudes towards school integration of children with autism spectrum disorders exhibited by teachers employed in the school, and the evaluation of this solution by parents of children with autism. The participants in the study were 33 teachers working in the school and two mothers of students with ASD, currently attending the third grade. The obtained results show teachers’ positive attitude towards the school integration of children with ASD and parents’ general satisfaction with the functioning of the class; they also provide an overall sketch of the areas that require improvement or special attention. Moreover, the results highlight how important it is for parents to have their children included in the mainstream of the school’s social life.
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Introduction. The authors investigate the problem of improving psychological and educational support for adolescents with delinquent behavior. The purpose of the article is to analyze coping strategies of adolescents with delinquent behavior as a factor of improving psychological and educational support for students. Materials and Methods. The theoretical framework of the research includes the following methodological approaches: systemic, person-centered, activity-based and subjective. The research methodology consists of a theoretical analysis of psychological, educational and sociological literature; an ascertaining experiment, testing, a questionnaire, an analysis of psychological, medical and educational documents; qualitative and quantitative analyses involving mathematical and statistical data processing (Fisher's F-test). Results. The authors have developed and described criteria for the analysis of adolescents' coping strategies. The study reveals statistically significant differences between manifestations of stress factors, resources, coping strategies of adolescents with delinquent behavior and adolescents with socially acceptable behavior. It was found that coping strategies of delinquent adolescents, along with negative characteristics, have a resource potential, which is considered as a guideline for implementing preventive and remedial psychological and educational interventions. It was found that adolescents with delinquent behavior are more likely to use adaptive or relatively adaptive cognitive and emotional coping strategies when dealing with stressful situations (setting personal value, maintaining self-control, optimism). Behavioral coping strategies in most cases are non-adaptive (compensation, retreat, distraction). The authors have identified the factors, which, if taken into account, contribute to increasing the efficiency of psychological and educational support for students based on the analysis of their coping strategies. Conclusions. The article concludes that psychological and educational support for adolescents with delinquent behavior can be improved if peculiarities of their coping strategies are taken into account.
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In order to include preschool children with intellectual disabilities into the modern society, it is necessary to form and develop in them certain social knowledge and skills. The purpose of this study is to analyze the effectiveness of the use of story-role-playing games for the development of social competence of preschool children with intellectual disabilities. Assessment of the levels of social competence in children with intellectual disabilities are based only on teachers’ observations. The methodology, that was developed in this study, consists of four units and takes into account psychological and pedagogical peculiarities of development of children of the selected nosology. The comprehensive methodology includes “social-motivational”, “social-cognitive”, “social-activity”, and “social-personal” units. Results were analyzed accordingly to the following methods: conversation, observation, analysis, synthesis, generalization, mathematical data processing and showed that role-playing games were developed and implemented in the educational process. They were aimed at overcoming the gaps in the social experience of senior preschoolers with intellectual disabilities.
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Van de Graaff generator is a simple but very useful, electrostatic generator which is able to accumulate electric charge on a hollow metalsphere. It’s only made of moving belt, rollers, motor, and copper brushes. The goal is to show that the experiment could be performed by talented elementary student with help from his teacher and meant for the physics classroom in any high school around the world.
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The integration of a disabled pupil, a disadvantaged pupil, into a mainstream school is possible if the school and the class are ready to accept such a pupil. Inclusive education aims to provide equality, justice and a sense of security for all. In the article, we offer an activity for children in kindergarten, in which we will get to know their culture with the help of a Roma fairy tale.
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The article presents the relationship between civic participation among people with an intellectual disability (ID) and Vic Finkelstein’s barriers to social inclusion (which formed the basis for the questionnaire). A survey among adult students was also conducted with Richard Klamut’s “Questionnaire on Civic Activity”. The respondents tended to experience the barriers as small and their living conditions as good; they generally felt valuable. Only the subjective feeling of helplessness resulting from their own disability turned out to be significant. The stronger the experience of barriers, the less the respondents were politically active. A category with relatively high scores is engagement for the benefit of others, which is clearly attributable to special schools.
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