Education of children with special educational needs at Piarist schools of Slovakia, Hungary and Poland

Transcription

1 Education of children with special educational needs at Piarist schools of Slovakia, Hungary and Poland

2 General clarification of terms: Child (pupil, student) with special educational needs- these are students who have special educational needs diagnosed by educational counselling and prevention Special educational need a request for modification of conditions content forms, methods and approaches in education for pupils arising from its health disability or development in socially disadvantaged areas, applied, it is necessary to develop skills, personality and pupil achievement, adequate level of education and adequate social inclusion. The Hungarian call students with special needs SNI-students, the abbreviation of the Hungarian term. But it could also be: S N I When we deal with SNI-students, we always have to keep in mind that their learning difficulty must never determine the way we look at these students. In fact, a more human approach is welcome and finding either the positive traits of their personality or their other strengths can have a more effective result during their school years. When their disorder is identified, they have already experienced failure, have lower self-esteem, or have been stigmatized by their own behavior. Here is an excerpt from a popular song, which could become the anthem of integration and acceptance: All God's creatures got a place in the choir Some sing low, some sing higher, Some sing out loud on the telephone wires, And some just clap their hands, or paws, or anything they got now (Margaret Martle)

3 A child who has special educational needs is identified by the following disorders: In Slovakia: In Poland: In Hungary: With health handicap With disability (mental, auditory, visual, physical, impaired disability, autism, multiple disability) Sick or with poor health conditionlong term sickness, asthma, allergy With developmental disorders or with ADD attention deficit disorder, ADHD attention deficit hyperactivity disorder From socially inappropriate envinroment Children who are tallented Dyslexia Attention Deficit Disorder Speech impediment Visual impairment Hearing impairment Selective mutism Anorexia Epilepsy Students with special needs : o permanent and severe disorder in the development of perceptive skills and / or behaviour o usually has organic/ biological reasons: nerve development, birth defect o dyslexia, dysgraphia, dyscalculia, attention deficit disorder BTMN: students with integration problems, learning difficulties and/ or behavioural difficulties o Problematic relations, they find it difficult to integrate into society and/ or suffer from withdrawals in the development of their personality o these disorders are rarely of organic origin, they are rather related to the social/ family background Circle of systematic work with children of special needs: Teachers observation- The school identifies the students with learning disorders with the contribution of teachers, vocational teachers, and specific education teachers and requests can be handed in for expertise opinion Cooperation with family- Parents are responsible for the diagnosis, in most cases it is carried out on their demand. They are cooperative in most cases. Professional treatment Results and conclusions of the examination

4 Report from psychological investigation which is made by psychologist contains: level of general intellectual abilities level of cognitive development and level of cognitive processes level of social emotional development level of communication skills personal characteristics Children with special educational needs are provided a special treatment with individual guidance (special education/ developmental teacher) in the school. While determining the major tasks for development, the most important thing is to keep in mind the expertise s opinion. This means that the expertise opinion contains all necessary information for teacher how to structure the process. On the basis of the expertise opinion, teacher writes the Individual Educational Program, which must be tailored for individuals and must reflect the student s present state and progress. General Principals for Development Children with functional disorders should be taught by a special education teacher The Individual Education Program can be realized individually or in small groups of two-five students Main Principals for the Individual Educational Program: Missing and damaged functions should be restored or others should be improved Involving the more developed functions in the learning process To accept the necessary equipment and tools and teach their proper usage Promoting functions and features which lead to individual success How do children benefit from special education? The special education teacher regularly meets them and provides personal guidance. The teachers help to understand their own abilities: strengthen weaknesses and highlight strengths. They have to overcome the negative experience which they have already suffered during their learning processes. They are provided with certain rights, including the right for the most suitable way of being tested and evaluated. This can mean either having more time during tests or getting a personalized test.

5 Whether they should be tested orally or in writing, it is stated in their expertise opinion. In serious cases, they can get release from certain tasks (e.g. the spelling is not evaluated for dysgraphic children) or from the complete evaluation (e.g.: students with hearing impediment are not evaluated in foreign languages). All the man are created equal in humanity and all the people whether they are disabled or not are invited to improve their talent, personality and gift. Accepting and respecting each other give us the opportunity for the freedom in which we can be brave enough to show our internal world. /M. Bruckmüller/ NUMBER OF STUDENTS WITH SPECIAL NEEDS AT THE PIARIST SCHOOL IN KECSKEMET Academic year Primary school Grammar school Male/Female altogether females/ 24 males 43 NUMBER OF STUDENTS WITH SPECIAL NEEDS AT THE PIARIST SCHOOL IN SLOVAKIA Academic year Primary school Grammar school Male/Female altogether males/ 19 females 25 NUMBER OF STUDENTS WITH SPECIAL NEEDS AT THE PIARIST SCHOOL IN POLAND Academic year Primary school Grammar school Male/Female altogether Not stated 62

6 The leaflet is a common work of the teachers involved in the project The Practice of Freedom, within the programme Comenius school multilateral partnership. It is a result of the conference held during the mobility in Prievidza, Slovakia, in April This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.