Grupės aplinkos pritaikymas vaikams, turintiems elgesio, emocijų ir socialinės raidos sutrikimų

Abraitienė, Kristina

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dc.contributor.author	Abraitienė, Kristina
dc.date.accessioned	2019-09-04T07:09:48Z
dc.date.available	2019-09-04T07:09:48Z
dc.date.issued	2019-06-14
dc.identifier.uri	http://dspace.kaunokolegija.lt//handle/123456789/2617
dc.description	The issue under consideration. Participation in community activities is considered to be a key to children’s development, health and quality of life. By taking part in the activity, children are able to learn skills, improve their achievements, shape social relationships as well as develop a sense of personal identity. Children with disabilities, when compared to their regular peers, have less access to community-based as well as educational activities. The aim is to evaluate the benefits of adapting the classroom environment to children with behavioural, emotional and social development disorders. The objectives: • To define the concept of the classroom environment in the education of children with special educational needs; to reveal the possibilities of adapting the classroom environment to children with behavioural, emotional and social development disorders. • To perform empirical research on the classroom environment adaptation for children with behavioural, emotional and social development disorders as well as to present the results of the research. • With regard to the obtained results, to plan and implement the educational project “A Quiet Corner” (lt. “Ramybės kampelis”) in the preschool educational institution. The methods of the research: • Analysis of scientific literature and documents aiming at the theoretical justification of adaptation of the educational environment to children with behavioural, emotional and social disorders. • The interview (oral) to find out the educators’ approach to the researched aspect, to identify opportunities for improvement. Conclusions: the performed research revealed that the greatest difficulties faced by educators in dealing with children with behavioural and emotional disorders are large groups of children, the lack of support that could be provided by the educators’ assistants and in some cases the negative attitude of parents. As a child with behavioural, emotional and social development disorders needs more attention than others, the education of other children in the kindergarten group is affected negatively. This is perhaps the most important challenge and difficulty of the educational process.	en
dc.description.abstract	Dalyvaudami veikloje vaikai gali mokytis įgūdžių, tobulinti savo pasiekimus, formuoti socialinius santykius ir ugdyti asmeninės tapatybės jausmą. Neįgalūs vaikai, palyginti su jų įprastai besivystančiais bendraamžiais, turi mažesnes galimybes dalyvauti bendruomeninėje taip pat ugdymo veikoje. Darbo tikslas – įvertinti grupės aplinkos pritaikymo naudą vaikams, turintiems elgesio, emocijų ir socialinės raidos sutrikimų. atliktas tyrimas parodė, kad didžiausi sunkumai, su kuriais susiduria pedagogai, dirbdami su elgesio ir emocijų turinčiais vaikais, yra didelės vaikų grupės, pagalbos, kurią galėtų suteikti pedagogų padėjėjai stoka ir kai kuriais atvejais neigiamas tėvų požiūris. Kadangi elgesio emocijų ir socialinės raidos sutrikimų turinčiam vaikui būtina skirti daugiau dėmesio nei kitiems, nukenčia kitų darželio grupę lankančių vaikų ugdymas. Tai bene svarbiausias ugdymo proceso iššūkis ir sunkumas.	en_US
dc.language.iso	other	en_US
dc.subject	grupės aplinka	en_US
dc.subject	raidos sutrikimai	en_US
dc.title	Grupės aplinkos pritaikymas vaikams, turintiems elgesio, emocijų ir socialinės raidos sutrikimų	en_US
dc.title.alternative	Adapting the classroom environment to children with behavior, emotion and social development disorders	en_US
dc.type	Other	en_US