Individualizuoto ugdymo programų specialiųjų poreikių moksleiviams sudarymo principai : empirinis pagrindimas

LTŠis straipsnis - ankstesnio autorių straipsnio „Individualizuoto ugdymo programų specialiųjų poreikių moksleiviams sudarymo principai: teorinis pagrindimas“ (žr. Specialusis ugdymas. 2002. Nr. 2 (7)) tęsinys. Jame pristatomas empirinis tyrimas - atvejų studijos. Autorių suformuluoti individualizuoto ugdymo programų specialiųjų poreikių moksleiviams sudarymo principai buvo patikrinti empiriškai. [Iš leidinio]Reikšminiai žodžiai: Atvejo studija; Individualizuotas mokymas; Individualizuotas ugdymas; Individualizuotų programų sudarymo principai; Pedagoginis darbas; Specialių poreikių moksleivių integracija; Specialiųjų poreikių mokinių ugdymas; Case study; Individualized education; Individualized programming principles; Integration of exceptional pupils; Pedagogical work; Personalized education; Special needs education.

ENThe formation of the curriculum and the preparation of the individualized curriculum in Lithuania, with the traditions of the centralized formation of the curriculum and the structured regulation of the pedagogical work, is a new aspect of the teacher's activity. The individualized education becomes especially urgent when dealing with the integration of exceptional pupils into regular secondary schools. Therefore, the scientific problem can be defined by the question: on what principles should the teacher's activity for individualization of the curriculum be based? Therefore it is necessary to theoretically ground the system of the teacher's activity for individualization of the curriculum. Hence the aim of the research is to theoretically ground and reveal the principles of the preparation of the individualized educational content. In this article a set of specific principles of the preparation of individualized curriculum is formulated, and each principle is analyzed and grounded in the separate section of the fourth part. The authors are analyzing principles of the versatility of the diagnostics, of the establishment of the axis of integration and the optimal integration and differentiation, of the pedagogue's expectations, of the creation of the purposeful learning environment, of the reorganization of the educational material and the ways of development, the principle of support, the principle of the permanent study of the teacher's activity. [Text from author]