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Denk- und Lernkulturen im wissenschaftlichen Diskurs / Cultures of Thinking and Learning in the Scientific Discourse

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Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.

This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

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The Accessibility of Special Pedagogical Support in Early Childhood Education Institutions in Panevėžys (Asta Rauduvaitė / Daiva Ramanauskienė)

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Asta Rauduvaitė, Daiva Ramanauskienė

The Accessibility of Special Pedagogical Support in Early Childhood Education Institutions in Panevėžys

Abstract: The well-­established integration of children (with medical disorders and special educational needs (SEN)) into the institutions of general education purpose and the spread of inclusive education ideas have resulted in a need to re-­evaluate the service accessibility of a special pedagogical support for early age and pre-­primary children. This article analyses the accessibility of a special pedagogical support in early childhood education institutions in Panevėžys.

Keywords: special educational needs, special pedagogical support, child support specialists.

Introduction

Early childhood and pre-­primary age is a significant and specific developmental period for children, which is distinguished by unique social, cognitive and emotional expressions of a child. Scientists mark this period as a valuable stage in itself, which cannot be valued as an intermediary one in children’s preparation for life (Neifachas, 2008; Juodaitytė, 2011; 2014). The specifics of children’s development as well as the recognition and evaluation of their educational needs, teaching individualisation and differentiation, inclusive education, which responds to the special educational needs of learners, and to expectations of their parents and teachers, as well as creation of an inclusive educational environment reflect one of the most relevant problems that educational support specialists and the special educational scientific researches face today.

The majority of scholars are trying to find the answers to the imposed epochal questions – how...

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