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dc.contributor.authorAmbrukaitis, Jonas
dc.date.accessioned2015-02-05T09:25:59Z
dc.date.available2015-02-05T09:25:59Z
dc.identifier.urihttps://www3.mruni.eu/ojs/social-work/article/view/2231/2030
dc.identifier.urihttps://repository.mruni.eu/handle/007/13377
dc.description.abstractDuring 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 (Ruskus, 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 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.en
dc.language.isolten
dc.rightsinfo:eu-repo/semantics/openAccess
dc.titlePsichosocialiniai veiksniai, turintys įtakos specialiųjų poreikių vaikų ugdymo kokybeien
dc.title.alternativePsycho-social factors influencing the quality of education of sen childrenen
dc.typeArticleen
dc.description.abstract-ltVisą pokarinį laikotarpį iki pat nepriklausomybes atkūrimo ir pirmaisiais jos metais Lietuvoje vyravo medicininis (klinikinis)-korekcinis specialiųjų poreikių valkų ugdymo modelis (Ruškus, 2001 ir kt). Šiandien Lietuvoje reformuojant švietimo sistemą vis plačiau kalbama apie soclalinį-interakcinį specialiųjų poreikių valkų 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.en
dc.identifier.aleph000004902en
dc.publication.sourceSocialinis darbas, 2002, Nr. 1(1)en
dc.subject.facultyKitasen
dc.subject.keywordSocialinis darbasen
dc.subject.keywordSpecialūs poreikiaien
dc.subject.keywordPsichosocialinė reabilitacijaen
dc.subject.keywordSocial worken
dc.subject.publicationtypeS5en
dc.subject.sciencedirection06S - Psichologijaen


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