Title Mokytojų patirtys, ugdant mokinius, turinčius elgesio ir (ar) emocijų problemų /
Translation of Title Teachers’ experiences in educating pupils having behavioural and /or emotional problems.
Authors Ališauskas, Algirdas ; Šimkienė, Gintarė
Full Text Download
Is Part of Specialusis ugdymas = Special education.. Šiauliai : VšĮ Šiaulių universiteto leidykla. 2013, Nr. 1, p. 51-61.. ISSN 1392-5369
Keywords [eng] behavioural and/or emotional disorders ; behavioural and/or emotional difficulties ; the need for educational support ; educational support and resources
Abstract [eng] The article deals with teachers’ experiences in educating pupils having behavioural and/or emotional problems (disorders and/or difficulties). It analyses which features indicate to teachers the pupils h aving behavioural and/or emotional problems; what difficulties appear to pedagogues educating children having behavioural and/or emotional problems; what is the character of support provided to such pupils at school and what is the need for it; what support and assistance methods are applied by pedagogues educating pupils having behavioural and/or emotional problems. The research results show that the experiences of pedagogues who participated in the research, concerning their activities with pupils having behavioural and/or emotional problems, are very much focused on clinical (emphasised disorders, difficulties are related to a child etc.) and behaviour al orientation (orientation t owards “normalisation”, regulation, control etc. of behaviour) and are insufficiently related to the systemic point of view (orientation towards interactions with other participants of education and perfection of these interactions). Resources indicated by pedagogues (the need for specialists’ support and additional means; cognition of a child and individualisation of education; involvement of parents and team work) show that pedagogues understand the importance of collaboration, team work and an individual approach in coping with pupils’ behavioural and/or emotional difficulties and normalising their communication with other pupils and teachers. However, only one third of suggestions are related to the direct personal input and responsibility of pedagogues (cognition of a child and individualisation of education as well as the consolidation of team work).
Published Šiauliai : VšĮ Šiaulių universiteto leidykla
Type Journal article
Language Lithuanian
Publication date 2013