首页> 外文期刊>Procedia - Social and Behavioral Sciences >Optimising Special Education: Active Language and Psychomotor Education
【24h】

Optimising Special Education: Active Language and Psychomotor Education

机译:优化特殊教育:主动语言和心理运动教育

获取原文
       

摘要

The present paper provides an alternative intervention model for improving the education of children with special needs. The educational model proposed involves both the teaching staff specializing in various curricular areas, and the pupils with sensory, physical, intellectual and language deficiencies. The initial stage of the study refers to an informal approach of the educational process including children with special needs, explaining the multifaceted terms special education, language education, psychomotor education, recovery, and normalization. Special education needs adapting to the individual peculiarities and characteristics of a certain learning deficiency, that is why the second part of the study proposes a series of methods and techniques aimed at optimizing the educational process. These intervention means are mainly focused on the systematic observation of the children with special needs and the difficulties they have to face: 1) Oral communication disorders: refer to reception problems, lack of vocabulary development, weak linguistic component and language deficiencies; 2) Reading difficulties: the main issues refer to recognising, decoding and understanding the words read; 3) Writing difficulties: manifested by difficulties in performing writing tasks; 4) Deficiencies of general and advanced motility: the pupils are challenged in point of the spatial coordination of motility.The final assessment of the entire process should be multidimensional, including all the specialists involved, viz. psychologists, physicians, pedagogues, teachers, educators, sociologists, welfare workers, and speech therapists, thus achieving a genuine partnership beneficial to the children in need.
机译:本文为改善有特殊需要的儿童的教育提供了另一种干预模式。所提出的教育模式既涉及专门在各个课程领域的教职人员,又涉及具有感官,身体,智力和语言缺陷的学生。研究的初始阶段是指教育过程的非正式方法,包括有特殊需要的儿童,解释了特殊教育,语言教育,心理运动教育,康复和正常化等多方面的术语。特殊教育需要适应特定的学习缺陷的特点和特点,这就是为什么研究的第二部分提出了一系列旨在优化教育过程的方法和技术的原因。这些干预手段主要集中在系统地观察有特殊需要的儿童及其必须面对的困难上:1)口语交际障碍:指的是接收问题,缺乏词汇发展,语言成分和语言能力不足; 2)阅读困难:主要问题是识别,解码和理解阅读的单词; 3)写作困难:表现为执行写作困难; 4)普遍运动能力和高级运动能力的不足:学生在运动能力的空间协调方面受到挑战,整个过程的最终评估应是多维的,包括所有相关专家,即心理学家,医师,教育者,老师,教育者,社会学家,福利工作者和言语治疗师,从而建立了对有需要的儿童有益的真正伙伴关系。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号