Elgeso ir emocijų sutrikimų turinčių mokinių socioedukacinių poreikių tenkinimas bendrojo lavinimo mokykloje /

In scientific literature, behavioural and emotional disorders are treated as the behaviour, which distorts the personality development, is socially unacceptable, meets no social norms and prevents from personal socialization. Such behavioural and emotional symptoms like inability to learn which can not be explained by the lack of intelligence, failure to establish and maintain satisfying relationships with peers and teachers, inappropriate behaviour, pervading bad mood or depression, anxiety associated with school staff and/or school problems are described as factors leading to education (learning) difficulties. Pedagogical literature emphasizes that teachers must take into account the needs of all learners by providing appropriate training methods and notes that schools do not effectively meet socioeducational needs of the behavioural and emotional problem-having students. With the means of qualitative and quantitative research method combining strategy, research was conducted with the aim to analyze satisfaction of sociodeucational needs of behavioural and emotional disturbances (hereinafter referred to as EBD) having pupils in general education schools. The study took place in two stages. In the first stage qualitative study was performed during which 10 individual training programs for pupils with EBD were analysed, four semi-structured interviews with teachers raising students with EBD were performed. Qualitative research data is summarized through content analysis method. In the second stage quantitative survey (questionnaire), was performed which was attended by 97 teachers. Qualitative research data is summarized by statistical methods (frequencies, factor analysis). The empirical part deals with how socioeducational needs of students with EBD are satisfied in the general education school. The main empirical findings: • While preparing individual programs for students with EBD, teachers often tend to focus on the provision of expertise, that is to the educational needs, and not including the other needs important for behavioural and emotional problem having pupils. • Experience analysis of the teachers, participating in the qualitative research, from the aspect of making individual curricula for pupils with emotional and behavioural problems / difficulties, revealed that class teacher and special educator draw into making the programs, cooperate closely, but social pedagogue and speech therapist leave unconcerned, because they do not have enough compeence. • According to the pedagogues, who participated in the quantitative study, the most significant socioeducational needs of students with EBD, satisfaction of which leads to success of the educational process, are: creating an environment of emotional safety and satisfaction of security needs; teaching (learning) organization according to the needs of students with EBD; importance of interpersonal relationship and sociality; the need to apply knowledge and abilities both in the formal and social educational environment; satisfaction of the need in the social support and balanced environment.

Grantor dc:publisher

Institutional Repository of Vilnius University

Year dc:date

2011

Author dc:creator

• Janušaitė, Lina,

Contributors dc:contributor

• Gelažinienė, Renata

• emotional behavioral ; socioeducational needs ; disorders

Statement dc:rights

• info:eu-repo/semantics/openAccess

Language dc:language

lit

Repository record dc:identifier

https://repository.vu.lt/VU:ELABAETD2102047&prefLang=en_US

OAI identifier oai:identifier

oai:vu.lt:elaba:2102047