DALYKŲ MOKYTOJŲ PASIRENGIMAS UGDYTI MOKINIUS, TURINČIUS SKAITYMO SUTRIKIMŲ /

A theoretical analysis of the process of reading and the concept of reading disabilities and teacher competencies necessary for pupils with special educational needs was performed in this study. Hypothesis, which stated that subject teachers lack the competencies to fulfill the special needs of students with reading disabilities, was formed. Semi-structured interviews, interview content analysis and questionnaire method surveys were conducted with the objective to reveal the subject the teachers' level of preparation in educating pupils with reading difficulties. Statistical (descriptive, non-parametric) data analysis was performed. 312 subject teachers took part in the research, 6 of which participated in a semi-structured interview, whilst the other 306 filled out the given questionnaire. The empirical part analyzes the cognitive aspects of the pupils, educated by the teachers, cooperation and development features. The main conclusions of the empirical research: 1. The teachers acknowledge individuality as one of the main aspects of identifying certain special educational needs of the students with reading disorders. Whilst educating students with reading disorders, teachers tend to use contemporary educational methods which emphasize the active participation of pupils. Teachers rarely use methods that require more reparation and individualized task application. Teachers lack the skills to organize the work in the classroom, whilst differentiating learning activities with various tools and selecting the appropriate teaching tools for a particular student. 2. The cooperation between the student, subject teacher and the special educator is the strongest in primary education. Subject teachers recognize the special educators as important partners in achieving common educational purposes, value the cooperation of education support professionals and distinguish the significance of their advice and assistance. The collegial sharing of experience and specialized events are the preferred forms of the acquisition of competencies. 3. The hypothesis of subject teachers' lack of competencies in fulfilling the needs of students with reading disorders was partly proven.

Grantor dc:publisher

Institutional Repository of Vilnius University

Year dc:date

2016

Author dc:creator

• Černiauskaitė, Eglė,

Contributors dc:contributor

• Melienė, Rita

• special educational needs ; reading disorders ; primary education ; subject teacher ; competence

Statement dc:rights

• info:eu-repo/semantics/openAccess

Language dc:language

lit

Repository record dc:identifier

https://repository.vu.lt/VU:ELABAETD15039849&prefLang=en_US

OAI identifier oai:identifier

oai:vu.lt:elaba:15039849