Mokinių, turinčių specialiųjų ugdymosi poreikių, veiksmingas mokymasis : teoriniai modeliai

LT[...] Tyrimo tikslas - atskleisti teorinius veiksnius, laiduojančius SUP turinčių mokinių veiksmingą ugdymą. Straipsnyje apibrėžiama veiksmingumo sąvoka, analizuojami veiksniai, laiduojantys veiksmingą mokymąsi.Veiksmingumas ugdymo procese - tai aiškiu tikslu ir turiniu grįstas aktyvus, atsakingas ir reflektyvus mokymasis, kurio metu apibendrinamos žinios, bendradarbiaujant su kitais žmonėmis. Veiksniai, laiduojantys veiksmingą ugdymą, labiausiai būtų atskleisti ir realizuoti taikant bendrakonstrukcinį mokymosi modelį SUP turintiems mokiniams ugdyti. Bendrakonstrukcinis modelis liberaliai įgalina SUP turinčius mokinius ir jų tėvus pažvelgti į ugdymo procesą, integruojantį juos į bendras klasės veiklas. Mokymasis tampa bendravimo su kitais besimokančiaisiais procesu, kuriame SUP turintys mokiniai integruotai dalijasi žiniomis, patirtimi ir mokosi pažinti dalykus pagal savo gebėjimus. Jų žinios vertinamos kaip indėlis į ateities žinias, o ne dabartyje konstatuotas. Todėl mokiniai laisviau gali reikšti mintis, nebijodami klysti. Modelio kontekste visi mokiniai svarbūs irjų patirtis būtina kitų patirčiai. Kiekvieno ugdytinio bendravimas su kitais ir mokymasis komandoje yra visos komandos darbo būsimas rezultatas, todėl pasidalijimas užduotimis, patirtimi, ištekliais ir atsakomybe skatina visus besimokančiuosius konstruktyviau pažvelgti į mokymąsi, kaip į besiformuojantį ir ilgalaikį procesą. [Iš leidinio]Reikšminiai žodžiai: Specialieji poreikiai; Specialusis ugdymas; Veiksmingumas; Effectiveness; Special education; Special needs.

ENStudents having special education needs experience learning difficulties that usually arise because of lack of abilities that depend not only on the student, they could have been determined by external factors. Although rapid inclusive education policy is pursued in Lithuania and increasingly more students are involved in comprehensive schools, their needs are not effectively met. Attitude of the authorities in the documents is that needs of the students with special education needs have to be met effectively, but there is a lack of definition of the concept of effectiveness, a wider context of its perception, and explanations of what exactly teachers have to do when working with a heterogeneous class. The works by Lithuanian scientists also lack broader analysis of the concept of effectiveness and its attendant factors. Research aim: to reveal theoretical factors that ensure effective education of students having special educational needs. Research objectives: to determine the concept of effectiveness; to analyze factors that ensure effective learning. Results. Effectiveness in the process of education is active, responsible and reflective learning grounded on clear aim and content during which knowledge is summarized collaborating with other people. Factors ensuring effective education would be best revealed and implemented via the application of co-constructional learning model in education of students having special education needs. Co-constructional model liberally enables students having special education needs and their parents to look at education process that integrates them in common class activities.Learning becomes a process of communication with other learners in which students having special education needs integrally share knowledge, experience and learn to know things according to their abilities. Their knowledge is assessed as an input to future knowledge, but not in present, thus students can express themselves more freely not being afraid of mistakes and their assessment. In the context of the model all students are important and their experience is a must for experience of others, communication of every student with others and learning in team is a future result of entire team, hence division of tasks and sharing of experience, resources and responsibility stimulates all learners to more constructively look at learning as a being formed and long-term process. [From the publication]