Special Education
type: channel
description: Founded in 1998. Is an international publication, aiming at supplementing research and practical resources of education and social participation of persons with disabilities. It provides a forum for scientists and practitioners who work with people having disabilities in various spheres and environments of life.
publisher: Vilniaus universiteto leidykla / Vilnius University Press
language: en
publication name: Special Education
issn: 2424-3299
items: Editorial Board
items: Delinkvention: Evolution of the Construct and the Concept
items: A strengths-based social skills development strategy:a case study of a student with autism spectrum disorder
items: Implementing Inclusive Education: Experiences of School Leaders in Change Management
items: The Opinion of Parents of Autistic Young people on the Influence of Health on Professional Career Choices, promoting Sustained Competitive Advantage
items: Music Therapy for People with Intellectual Disabilities: Stigma Intervention Strategies
items: Analysis of Sources of Occupational Stress Among Teachers and Educational Support Specialists
items: Differential Characteristics of the Delayed and Underdeveloped Speech and Language Development in Pre-school Children
items: Opportunities of Arts Education in Implementing Inclusive Education: Learning Experiences of Teachers in the International Context
items: A Self-Evaluation of Pre-School Education Institutions with an Emphasis on the Level of Their Inclusivity
items: Attitudes of Teaching Staff in Kindergartens Towards Inclusion and their Opinions on Inclusive Education
items: Factors Assisting Social Workers in Empowering People with an Intellectual Disability In Social Day Care Centres: A Socioeducational Aspect
items: Predominant Educational Approaches for Teaching Children with Autism Spectrum Disorder in Primary School
items: Parent opinions on the individualisation of education of children with autism spectrum disorders at schools
items: Unschooling vs. Classic Methods and Forms of Homeschooling from the Perspective of the Parents of Homeschooled Children
items: Theoretical Bases of Model of Intervention in Speech Therapy for Preschool Children with Phonological Insufficiency
items: Comprehension of Words and Expressive Language Abilities in Children with Developmental Language Disorder
items: Definition, Assessment of the Phonological Skills and Their Correlations with the Reading Disability (Dyslexia)
items: Towards Learner-Oriented Teacher and Educational Support Professional Education Through Personalized Learning
items: Inclusion of Deaf and Hard of Hearing Students In Universities: Experience of United Kingdom
items: Key Aspects of Rehabilitation for Children at Risk
items: Preconditionos for successful education of children with autism spectrum disorder at primary general school: experience of parents
items: The Attitude and Actions of Leaders in Developing an Inclusive School
items: The research of the formation of eating and personal hygiene skills among children with moderate and severe mental disability
items: Quality of Life and Life Satisfaction of People with Disabilities during Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic
items: Telepractice in providing speech therapy for children: Speech therapists’ view and experiences
items: Understanding and supporting the academic needs of students with ADHD
items: Educational characteristics of students with learning disabilities
items: Stress experienced by adolescents in the context of the analysis of demographic variables
items: An overview of the music therapy professional recognition in the EU

Editorial Board
type: item
description: -
subject: Front Matter
  topic: section
subject: -
  topic: keywords
creator: Renata Geležinienė
rights: Copyright (c) 2022 Authors https://creativecommons.org/licenses/by/4.0
date: 2022-09-02
publication date: 2022-09-02
starting page: 1
ending page: 3

Delinkvention: Evolution of the Construct and the Concept
type: item
description: The term ‘delinquency’ became widespread in the Lithuanian language only in the 1970s, yet the construct itself is an ancient social phenomenon. Its emergence in Western societies was shaped by social, cultural, and economic transformations. Many scholars agree that several key factors played an important role in forming the delinquency construct: the ‘discovery’ of childhood and adolescence as distinct life stages; the parens patriae doctrine that spread through English legal practice; the reform and child-saving movements in the United States; and, in the latter half of the twentieth century, the rise of positivist research grounded in psychology and criminology. This article provides a detailed analysis of how the concept of childhood evolved across different historical periods, examines the role of the parens patriae doctrine in protecting the interests of all children, and discusses the significance of the reformatory initiatives and the child-saving movement in securing the welfare of minors. It also emphasizes the importance of positivist research in psychology and criminology. The study concludes that the ‘discovery’ of childhood revealed minors to be physically and psychosocially distinct from adults — individuals who lack control over their environment and are inherently vulnerable. For this reason, all children, including those from at-risk groups, require appropriate care, which the parens patriae doctrine sought to guarantee since the Enlightenment. Finally, positivist psychology and criminology have shown that the causes of antisocial behavior are often linked to the psychosocial development of the individual, the immediate social environment, community disorganization, and limited access to opportunities. Consequently, minors should be subject to reduced criminal liability and a lower age of legal responsibility. Research also demonstrates that rehabilitative and educational strategies are far more effective than punitive ones. In conclusion, delinque…
subject: Articles
  topic: section
subject: Delinquency
  topic: keywords
subject: childhood phenomenon
  topic: keywords
subject: social constructivism
  topic: keywords
subject: parens patriae doctrine
  topic: keywords
subject: child-saving movement
  topic: keywords
subject: positivist psychology
  topic: keywords
subject: criminology
  topic: keywords
creator: Rolandas Paulauskas
rights: Copyright (c) 2025 Rolandas Paulauskas https://creativecommons.org/licenses/by/4.0
date: 2025-12-01
publication date: 2025-12-01
starting page: 54
ending page: 83
doi: 10.15388/se.2025.48.2

A strengths-based social skills development strategy:a case study of a student with autism spectrum disorder
type: item
description: This case study explored the possibilities of applying strengths-based strategies to develop the social skills of a student with autism spectrum disorder. Problem questions: What peculiarities (strengths, deficiencies) of social skills in the student with autism spectrum disorder do the student’s educators envisage? What are the opportunities for developing this student’s social skills, based on the perspective of strengths? The aim of the research - using a case analysis to determine the possibilities of applying a strengths-based social skills development strategy to a student with autism spectrum disorder. Research methodology and methods: theoretical analysis; case studies (semi-structured interviews; modeling of an individualized social skills development plan; focus group survey and content analysis). Study sample. An 8-year-old special school student with autism spectrum disorder was selected for the case study. Other participants of the study were the student’s educators (teachers, speech therapist, the child’s parents, etc.). After qualitative content analysis of semi-structured interview data, the strengths (functionality) of social skills of a student with autism spectrum disorder were determined. An individual social skills development plan based on the student’s strengths was modeled through group discussions with teachers and the student’s parents. The study participants developed the student’s social skills for 3 months according to this plan. Based on the prepared plan, the student’s social skills were developed at school and in the family, applying the social skills group training model, when, under the guidance of adults (teachers, parents), the child, together with peers, engages in joint activities. The results of the strengths-based social skills development were analyzed using the focus group method. A slight increase in the functionality of some social skills was determined (the child’s greater interest in peers and participation in joint acti…
subject: Articles
  topic: section
subject: case study
  topic: keywords
subject: autism spectrum disorder
  topic: keywords
subject: social skills
  topic: keywords
subject: strenghts perspective
  topic: keywords
creator: Irena Kaffemanienė
creator: Margarita Jurevičienė
creator: Kornelija Gindulytė
rights: Copyright (c) 2025 Irena Kaffemanienė | Margarita Jurevičienė | Kornelija Gindulytė https://creativecommons.org/licenses/by/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 5
ending page: 28
doi: 10.15388/se.2025.48.1

Implementing Inclusive Education: Experiences of School Leaders in Change Management
type: item
description: <p lang="en-US" style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Education for all is one of the goals of sustainable development, but in order to ensure it globally, it is necessary to implement political goals at different levels and constructively and proactively manage changes in educational institutions. The implementation of inclusive education is a long-term process of educational transformation, the management of which is largely the responsibility of educational leaders. The purpose of the study is to analyze the experiences of school leaders in managing changes in inclusive education. <p lang="en-US" style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Research methodology. The conducted research is based on the methodological approach of qualitative research, with the aim of obtaining the best possible understanding of the phenomena of reality through the research (Flick, 2018). The method of semi-structured interview was used for data collection. The research instrument was constructed on the basis of the analysis of scientific literature (Keles, 2024, Phillips, Klein, 2023, Struyf et al., 2022, Kauffman, 2020, Bortini et al., 2016, Hayes, 2014, etc.). The research was co…
subject: Articles
  topic: section
subject: inclusive education
  topic: keywords
subject: change management
  topic: keywords
subject: experiencies of school leader
  topic: keywords
subject: implementation of inclusive education
  topic: keywords
creator: Renata Bilbokaitė
creator: Ieva Bilbokaitė-Skiauterienė
creator: Violeta Valuntinaitė
rights: Copyright (c) 2024 Renata Bilbokaitė | Ieva Bilbokaitė-Skiauterienė | Violeta Valuntinaitė https://creativecommons.org/licenses/by/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 5
ending page: 35
doi: 10.15388/se.2024.47.1

The Opinion of Parents of Autistic Young people on the Influence of Health on Professional Career Choices, promoting Sustained Competitive Advantage
type: item
description: Young autistic people are one of the most sensitive social groups as they experience discrimination because of stereotypes about disability and segregation in job market and education system. Social stigma and its impact on the life opportunities and emotional well-being of people with intellectual disabilities (IDs) are a subject of both practical and theoretical importance. Increasing numbers of individuals with Autism Spectrum Disorder (ASD) are entering postsecondary education; however, many report feeling lonely and isolated. It is recognized by international qw organizations who work in the fields of human rights protection and disability, this problem is mentioned in the legal documents protecting the rights of disabled people and is prevalent in the works of Lithuanian and foreign researchers. Autism disorder is considered one of the most complicated child development disorders that affects not only child‘s intellectual and social capabilities but also their own and their family members’ professional career. The object of the research is the narratives reflecting parents’ attitudes toward the future of their autistic children. The aim – to indicate the possibilities of parents of autistic young people to receive timely medical diagnostics of health disorders that has influence on person’s health and career. The theoretical part of the article deals with theoretical aspects of autism, health diagnostics and career opportunities. After the completion of qualitative narrative research the attitude of parents of autistic children on the medical diagnostic and health services provided to their children was identified and there was determined the influence of these components on the education and career. Practical conclusions in the form of recommendations: The need for applied ASD research, emphasizing the competences that ensure career aspirations, is actual in the reality of education. Contemporary social networks and information technology provide the possibil…
subject: Articles
  topic: section
subject: autism
  topic: keywords
subject: healthcare education
  topic: keywords
subject: social sustainability
  topic: keywords
subject: social networks
  topic: keywords
subject: Stigma Research & Intervention Strategies
  topic: keywords
subject: strategies of sustainable development
  topic: keywords
subject: sustainable development goals.
  topic: keywords
creator: Diana Saveikienė
creator: Ingrida Baranauskienė
rights: Copyright (c) 2025 Diana Saveikienė | Ingrida Baranauskienė https://creativecommons.org/licenses/by/4.0
date: 2025-12-01
publication date: 2025-12-01
starting page: 94
ending page: 92
doi: 10.15388/se.2025.48.3

Music Therapy for People with Intellectual Disabilities: Stigma Intervention Strategies
type: item
description: The research presented in the article aims to justify the application of the method of music therapy in the long-term perspective of the social worker’s professionalization for people with intellectual disabilities. The object of the research is the impact of music therapy on persons with intellectual disabilities as a stigma research & intervention strategy in the context of the professionalization of social work. The aim of the article is to reveal the impact of music therapy on persons with intellectual disabilities in the context of the professionalization of social work. The object of the research was delved into from various angles in order to answer the research questions: How useful is music therapy for people with intellectual disabilities in the context of social work striving to overcome stigma and choosing music therapy as a strategy? How useful is the authorial research methodology developed by the researchers for the application of music therapy for the quality of life of people with intellectual disabilities in the context of social assistance and in overcoming systems barriers? To what extent are the research participants able to express their feelings and evaluate the process of music therapy, to influence the social worker’s activities related to music therapy? To what extent and how does such activity expand the boundaries of the social worker’s profession and in what direction does it change professional standards? Data analysis proves that music therapy helps people with intellectual disabilities and society to overcome stigma. Referring to the research findings it can be stated that the authorial methodology for the application of music therapy created by the researchers in order to achieve the quality of life of people with intellectual disabilities in the context of social assistance is effective and can be implemented in practice to overcome the systems barriers.
subject: Articles
  topic: section
subject: Ethnographic Research
  topic: keywords
subject: Stigma Research & Intervention Strategies
  topic: keywords
subject: Music Therapy
  topic: keywords
subject: People with Intellectual Disabilities
  topic: keywords
subject: Systems Barriers
  topic: keywords
subject: Professional Standards
  topic: keywords
creator: Ingrida Baranauskienė
creator: Jurgita Latakienė
rights: Copyright (c) 2023 Ingrida Baranauskienė | Jurgita Latakienė https://creativecommons.org/licenses/by/4.0
date: 2023-12-15
publication date: 2023-12-15
starting page: 21
ending page: 34
doi: 10.15388/se.2023.45.2

Analysis of Sources of Occupational Stress Among Teachers and Educational Support Specialists
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The article analyses the data of an empirical study revealing the contexts of sources of occupational stress for teachers and educational support specialists. In order to analyse the experience of specialists, a questionnaire was compiled, the statements of which were formulated on the basis of the analysis of scientific (theoretical and empirical) research on occupational stress.<br style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;" /><span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">N=205 respondents were surveyed with this questionnaire. Referring to the data from the exploratory and confirmatory statistical analyses of the survey data in the con…
subject: Articles
  topic: section
subject: professional stress
  topic: keywords
subject: stress sources
  topic: keywords
subject: teachers and educationla support profesoionals
  topic: keywords
creator: Asta Vaitkevičienė
creator: Daiva Alifanovienė
creator: Albina Kepalaitė
rights: Copyright (c) 2023 Asta Vaitkevičienė | Daiva Alifanovienė | Albina Kepalaitė https://creativecommons.org/licenses/by/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 138
ending page: 158
doi: 10.15388/se.2023.45.7

Differential Characteristics of the Delayed and Underdeveloped Speech and Language Development in Pre-school Children
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;" data-mce-fragment="1">The article reveals the theoretical differential aspects of delayed and underdeveloped speech and language development, analyses opinions and experiences of speech and language therapists by differentiating the disorders of delayed and underdeveloped speech and language development, identifying main differential characteristics of these disorders. The methodological approach of <em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;" data-mce-fragment="1">quantitative research<span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;" data-mce-fragment="1"> and a <em style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-variant-ligatu…
subject: Articles
  topic: section
subject: delayed speech and language development
  topic: keywords
subject: speech and language underdevelopment
  topic: keywords
subject: differential characteristics of delayed and underdeveloped speech and language development
  topic: keywords
creator: Rita Kantanavičiūtė-Petrūžė
creator: Auksė Ladukienė
rights: Copyright (c) 2024 Rita Kantanavičiūtė-Petrūžė | Auksė Ladukienė https://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 57
ending page: 90
doi: 10.15388/se.2024.47.3

Opportunities of Arts Education in Implementing Inclusive Education: Learning Experiences of Teachers in the International Context
type: item
description: <span style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The article analyzes the relevance of arts education and teachers’ professional development while implementing inclusive education. The background for this article is an evaluation of an international in-service teachers’ training program focusing on inclusive arts education. This study aims to investigate what inclusive education means to arts teachers and reveal their learning experiences in the international training program “Inclusive Arts Education”. The qualitative research was conducted using the focus group method with international training program participants from three different European countries (Finland, Austria and Lithuania). The study involved 25 participants: 7 from Finland, 7 from Austria and 11 from Lithuania. The research has shown that in each country arts teachers work in different national and educational contexts but face quite similar challenges of inclusive education. The success of inclusive art education mainly depends on the teacher’s professional abilities and attitude towards inclusion, as well as the creation of a favourable educational atmosphere and positive relationships with students in the educational process. The experience of the research participants highlighted their attitudes to the content and organization of international training, which will help to develop continuing education programs for arts teachers’ preparation for inclusive arts education.
subject: Articles
  topic: section
subject: inclusive education
  topic: keywords
subject: arts education
  topic: keywords
subject: arts integration
  topic: keywords
subject: international training
  topic: keywords
subject: teachers’ competence development
  topic: keywords
creator: Diana Strakšienė
creator: Edita Musneckienė
rights: Copyright (c) 2024 Prof. dr. Diana Strakšienė | Assoc. prof. dr. Edita Musneckienė https://creativecommons.org/licenses/by/4.0
date: 2024-01-19
publication date: 2024-01-19
starting page: 77
ending page: 94
doi: 10.15388/se.2023.45.5

A Self-Evaluation of Pre-School Education Institutions with an Emphasis on the Level of Their Inclusivity
type: item
description: <p lang="sk-SK" style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">The issue of inclusive education, on the theoretical and empirical level currently within pedagogy (and not only within it), belongs to an extremely topical and discussed theme. In a humanistic oriented society, it is necessary to promote a philosophy of education that emphasises education for everyone without distinction and without exclusion, so that diversity becomes the norm. Subsequently, it is possible to divide children not institutionally but in terms of content, i.e. to manage processes in a direction away from segregated special schools towards inclusive kindergartens and primary schools and to strive for the personal growth of each child without any comparison with other children. <p lang="en-US" style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">The Index for Inclusion was defined by a British organisation called the Centre for Research on Inclusive Education and the Inclusivity Index published within it, which defines inclusive education in the form of the steps needed to better translate it into practice (Booth et al., 2004, 2006). In its essence, it is a self-assessment tool designed for schools, but al…
subject: Articles
  topic: section
subject: self-evaluation
  topic: keywords
subject: inclusive education
  topic: keywords
subject: Index for Inclusion
  topic: keywords
subject: pre-school education institutions
  topic: keywords
subject: pre-school education
  topic: keywords
creator: Viera Šilonová
creator: Vladimír Klein
creator: Ivana Rochovská
rights: Copyright (c) 2024 Viera Šilonová | Vladimír Klein | Ivana Rochovská https://creativecommons.org/licenses/by/4.0
date: 2024-12-23
publication date: 2024-12-23
starting page: 36
ending page: 56
doi: 10.15388/se.2024.47.2

Attitudes of Teaching Staff in Kindergartens Towards Inclusion and their Opinions on Inclusive Education
type: item
description: The research focuses on the attitudes of kindergarten teaching staff (teachers and pedagogical assistants) towards inclusion, their views on the problems they encounter in the education of children with special educational needs and their views on the importance of the measures introduced in the education of these children. Two questionnaires were used for data collection. Attitudes through a questionnaire by the researcher Marian Mahat (MATPIES) were measured. The second questionnaire of own construction consisted of six questions, two of which focused on the problems encountered by educators in the education of children with special educational needs and their views on the importance of the measures introduced for these children. The questionnaire was completed by 284 kindergarten teaching staff members. The correlation between the degree of problems reported by teaching staff in the education of children with special needs and the attitudes of teaching staff towards inclusion was not confirmed. The correlation between the assessment of the need for measures for successful inclusive education and the attitudes of teaching staff towards inclusion was not statistically significant.
subject: Articles
  topic: section
subject: inclusive education
  topic: keywords
subject: pre-school education
  topic: keywords
subject: preschool teacher
  topic: keywords
subject: pedagogical assistant
  topic: keywords
subject: attitudes towards inclusion
  topic: keywords
subject: opinions on inclusion
  topic: keywords
creator: Marcela Čarnická
creator: Veronika Kušnírová
creator: Ivana Rochovská
creator: Viera Šilonová
rights: Copyright (c) 2023 Marcela Čarnická | Veronika Kušnírová | Ivana Rochovská | Viera Šilonová https://creativecommons.org/licenses/by/4.0
date: 2023-12-15
publication date: 2023-12-15
starting page: 35
ending page: 49
doi: 10.15388/se.2023.45.3

Factors Assisting Social Workers in Empowering People with an Intellectual Disability In Social Day Care Centres: A Socioeducational Aspect
type: item
description: <p lang="en-US" style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">Socioeducational services, which are provided in day care centres, have a substantial impact on the empowerment of people with an intellectual disability. The article reveals factors, which assist social workers in empowering people with an intellectual disability in day care centres. Qualitative research was chosen for the study while using the method of a semi-structured interview. Eight social workers, who work with people with an intellectual disability in day care centres were chosen for the research. The obtained data were analysed by using the method of a qualitative content analysis while adhering to inductive logic of classifying into categories, which is based on the study data. The study revealed factors assisting in empowering people with an intellectual disability in social care centres: a positive attitude towards a person with an intellectual disability, respect for the opinion of a person when taking decisions related to him/her, the preparation, implementation and assessment of an individual plan when responding to individual personal needs, the creation of physical, informational and communicational environment increasing personal activeness and independence, the creation and maintenance of a favourable psychosocial environment in the community of a day care centre, the involvement of day centre attendees in the institution’s decision-making at various levels, the development, maintenance and expansion of personal competences, which increase their independence. A positive attitude towards a …
subject: Articles
  topic: section
subject: persons
  topic: keywords
subject: intellectual disability
  topic: keywords
subject: day centers
  topic: keywords
subject: empowering
  topic: keywords
creator: Rita Raudeliūnaitė
creator: Vida Gudžinskienė
rights: Copyright (c) 2024 Rita Raudeliūnaitė | Vida Gudžinskienė https://creativecommons.org/licenses/by/4.0
date: 2023-12-28
publication date: 2023-12-28
starting page: 95
ending page: 137
doi: 10.15388/se.2023.45.6

Predominant Educational Approaches for Teaching Children with Autism Spectrum Disorder in Primary School
type: item
description: <p lang="en-US" style="color: #000000; font-family: 'Times New Roman'; font-size: medium; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">In inclusive educational practice, three predominant educational approaches differentiation, individualization, and personalization are recognized. These educational approaches are based on inclusive education values, emphasising getting to know the learner and using the most appropriate educational methods, considering the learner’s needs, strengths and interests. In educational practice, these educational approaches are often interchangeable, confused or misinterpreted, leading educators to question when learning and/or teaching is personalised, individualised or differentiated. This article presents exploratory research as part of a broader scientific study. The research aims to identify the educational approaches used by primary school teachers in educating students with autism spectrum disorder (ASD) in an inclusive classroom. The exploratory research is based on a qualitative methodology using a semi-structured interview method. Participants were primary school teachers with experience in teaching learners with ASD (N=8). The study reveals that the education of students, especially those with ASD, is more likely to follow differentiation and individualisation approaches. However, there is also evidence of personalisation in education. The results of the study show teachers’ eagerness to thoroughly understand each student in the classroom; however, there is a prevailing emphasis on the disorder and challenges associated with students with ASD. The characterization of students based on their conformity or…
subject: Articles
  topic: section
subject: differentiation
  topic: keywords
subject: individualisation
  topic: keywords
subject: personalisation in education
  topic: keywords
subject: autism spectrum disorder
  topic: keywords
subject: inclusive education
  topic: keywords
creator: Stefanija Ališauskienė
creator: Julija Grigėnaitė
rights: Copyright (c) 2024 Stefanija Ališauskienė | Julija Grigėnaitė https://creativecommons.org/licenses/by/4.0
date: 2024-01-19
publication date: 2024-01-19
starting page: 51
ending page: 63
doi: 10.15388/se.2023.45.4

Parent opinions on the individualisation of education of children with autism spectrum disorders at schools
type: item
description: The article examines the opinions of parents raising children with ASD about the individualisation of their children's education at schools. A theoretical analysis of the relevance of the partnership of parents raising children with ASD with teachers and possibilities of their participation in the process of institutional education of their children has been carried out; special educational strategies for children with ASD and opportunities for individualisation of education in general education schools were reviewed. The empirical study was performed by the method of questionnaire survey of the parents (N = 104) raising children with ASD; the methods of descriptive statistics were used to analyse quantitative data. The answers to the open-ended questions were examined using qualitative and quantitative content analysis.
subject: Articles
  topic: section
subject: autism spectrum disorders
  topic: keywords
subject: individualisation of education
  topic: keywords
subject: participation of the parents of children with ASD in education
  topic: keywords
creator: Živilė Kulešė
creator: Irena Kaffemanienė
rights: Copyright (c) 2020 Authors
date: 2020-12-30
publication date: 2020-12-30
starting page: 53
ending page: 101
doi: 10.21277/se.v1i41.532

Unschooling vs. Classic Methods and Forms of Homeschooling from the Perspective of the Parents of Homeschooled Children
type: item
description: The research is concerned with the possibilities of unschooling in Slovakia, the Czech Republic and Poland. It applies both quantitative and qualitative approaches. Using an open-ended questionnaire, it maps the opinions of 78 parents from Slovakia, the Czech Republic and Poland on the influence of the preferred methods and forms of homeschooling (unschooling, classical methods and forms) on the course and problems of the compulsory testing of a child in an umbrella school. Based on the research findings, it can be stated that the parents of homeschooled children perceive unschooling mainly as self-arranged education, the support of the child’s interests, and also complement it with other methods and forms of education. The problems during compulsory testing in an umbrella school, which were presented by the respondents, consisted firstly of subjectively negative evaluations of the course of the testing, statements concerning the respondents’ fear and descriptions of specific situations or the behaviour of the examiner. The research has also shown that the choice of the methods and forms of homeschooling does not affect whether the parents and children face more problems during the compulsory testing.
subject: Articles
  topic: section
subject: homeschooling
  topic: keywords
subject: unschooling
  topic: keywords
subject: methods and forms of homeschooling
  topic: keywords
subject: problems during the compulsory testing
  topic: keywords
subject: classical methods and forms of homeschooling
  topic: keywords
creator: Ivana Rochovská
creator: Eva Dolinská
creator: Dáša Porubčanová
creator: Mária Gažiová
rights: Copyright (c) 2023 Ivana Rochovská | Eva Dolinská | Dáša Porubčanová | Mária Gažiová https://creativecommons.org/licenses/by/4.0
date: 2023-12-15
publication date: 2023-12-15
starting page: 5
ending page: 20
doi: 10.15388/se.2023.45.1

Theoretical Bases of Model of Intervention in Speech Therapy for Preschool Children with Phonological Insufficiency
type: item
description: At 5–6 years, most children pronounce all the sounds of their mother tongue correctly and have developed phonemic awareness, but not all children have reached an adequate level of speech and language development. In order to alleviate speech development and language acquisition disorders, it is necessary to carry out interventions based on sequential steps and activities. This article reveals the findings of various authors attempting to explain the action of such interventions. On the basis of the analysed literature, the author proposes a model of intervention in speech therapy for the reduction of phonological disorders.
subject: Articles
  topic: section
subject: Speech disorders
  topic: keywords
subject: phonological disorders
  topic: keywords
subject: interventions
  topic: keywords
subject: model of intervention
  topic: keywords
creator: Ilze Vilka
rights: Copyright (c) 2021 Ilze Vilka
date: 2022-05-19
publication date: 2022-05-19
starting page: 109
ending page: 146
doi: 10.15388/se.2021.v2i43.7

Comprehension of Words and Expressive Language Abilities in Children with Developmental Language Disorder
type: item
description: The article discusses the features of the vocabulary of children with developmental language disorder. The quantitative analysis of the children’s language corpus and the results of experimental tasks helped to reveal the peculiarities of word comprehension and production. The results of children with developmental language disorder (n=80) and children with typical language development (n=80) have been compared. The study revealed that children with developmental language disorder performed statistically significantly worse on tasks of comprehension and production of nouns and verbs. Difficulties in comprehension and production of words are determined by the rare use of the word in the child’s environment, the length, the structure of the word, and the abundance of words of similar meaning.
subject: Articles
  topic: section
subject: language disorders
  topic: keywords
subject: developmental language disorder
  topic: keywords
subject: delayed language development
  topic: keywords
subject: expressive language
  topic: keywords
subject: word comprehension
  topic: keywords
subject: word production
  topic: keywords
subject: noun
  topic: keywords
subject: verb
  topic: keywords
creator: Laura Kamandulytė-Merfeldienė
creator: Vilma Makauskienė
rights: Copyright (c) 2021 Laura Kamandulytė-Merfeldienė | Vilma Makauskienė
date: 2022-05-19
publication date: 2022-05-19
starting page: 147
ending page: 199
doi: 10.15388/se.2021.v2i43.8

Definition, Assessment of the Phonological Skills and Their Correlations with the Reading Disability (Dyslexia)
type: item
description: The article presents a theoretical analysis of the definition and structure of phonological skills: the concept of phonological skills as well as groups of them and correlations with the reading disability (dyslexia) are revealed. Also, the present paper focuses on a comprehensive discussion on characteristics of assessment of phonological skills at both international and national scales. To reveal the theoretical concept of phonological skills, an analysis of scientific papers published by Lithuanian and foreign authors have been carried out. The conducted analysis of the concept allows declaring that phonological skills encompass phonological awareness, short-term memory and rapid naming. These are perhaps the most frequently analysed phonological processes related to reading and (or) writing in foreign countries. Extensive research conducted in various foreign languages allowed demonstrating obvious correlations between phonological skills and reading disability (dyslexia). It was found out that individuals with dyslexia had insufficient skills in this field. Nevertheless, results of the surveyed long-term investigations demonstrate that two indicators predict reading attainments in pre-school and pre-primary age best: phonological awareness and rapid naming. Similar research works dealing with correlations between phonological skills and reading in the Lithuanian language are quite rare. Therefore, before presenting a firm conclusion based on scientific evidence on the question under investigation, it is necessary to accumulate more empirical data. Moreover, the demand for national research on phonological skills of children with linguistic and speech impairments is obvious.
subject: Articles
  topic: section
subject: -
  topic: keywords
creator: Simona Daniutė
creator: Ingrida Staliūnienė
rights: Copyright (c) 2021 Simona Daniutė | Ingrida Staliūnienė
date: 2022-05-19
publication date: 2022-05-19
starting page: 53
ending page: 108
doi: 10.15388/se.2021.v2i43.6

Towards Learner-Oriented Teacher and Educational Support Professional Education Through Personalized Learning
type: item
description: The article shares with the main outcomes that were achieved while developing, implementing and testing innovative practices of personalized learning within the teacher education systems through strategic partnership of teacher education centres in Lithuania, e.g. Siauliai Academy of Vilnius University, Vilnius University, and Vytautas Magnus University, in cooperation of University of Iceland and University College Cork, Ireland. In this paper, the author shares with the main issues of the achievement related to: developed innovative teacher education approach through adopting personalized learning-based framework; updated teacher education study programmes based on the PL concept; and manifestation and evidence of the implemented personalized learning-based concept in teacher education. The methodology of this study is based on a secondary data analysis, including analysis of the INTERPEARL[1] achievement reports. The knowledge and experiences gained within INTEREARL project prove the supposition that in a student-centred paradigm, the role of the teacher changes but becomes otherwise important. The teacher acts as a facilitator, employing flexible pacing and differentiated assessment practices rather than transferring the knowledge to students. Together with other relevant issues, two aspects are most important in a student-centred learning process: the ability to choose activities and assessment methods, and the willingness to take responsibility, which has an impressive impact on the outcomes
subject: Articles
  topic: section
subject: innovations
  topic: keywords
subject: teacher and educational support professional education
  topic: keywords
subject: personalised learning
  topic: keywords
creator: Stefanija Alisauskiene
rights: Copyright (c) 2021 Stefanija Ališauskienė
date: 2022-05-19
publication date: 2022-05-19
starting page: 11
ending page: 51
doi: 10.15388/se.2021.v2i43.5

Inclusion of Deaf and Hard of Hearing Students In Universities: Experience of United Kingdom
type: item
description: This research project has been conducted in United Kingdom and in total 10 respondents have been questioned from 3 different universities based in London. The aim of the research was to reveal the possibilities of deaf and hard of hearing students to be included into university studies. The main objectives of the research are: to analyse the accessibility to universities for deaf and hard of hearing students; to enquire about the availability of necessary tools and equipment for inclusion and how disabilities caused by hearing loss are offset or compensated for; to investigate how the curriculum is adapted to meet the additional learning needs of such students. The nature of participants has been university additional learning support staff and teaching staff members (educators). The qualitative approach has been applied for the research. The data has been collected by using online questionnaire, including spaces for comments. The data was analysed using thematic analysis as well as a compilation of the numerical results. The main conclusion of the research is: deaf and hard of hearing students often face difficulties while studying at universities because institutions are not fully accessible to such learners due to lack of resources and other necessary tools and equipment which could be used while learning. Lecturers are unable to provide all additional support to vulnerable students by themselves, educators need more training and support from their workplace. Curriculum remains the same for all students but sometimes there might be exceptions related with time. Usually deaf and hard of hearing student can have more time to complete given tasks.
subject: Articles
  topic: section
subject: Inclusion
  topic: keywords
subject: deafness
  topic: keywords
subject: hard of hearing
  topic: keywords
subject: higher education
  topic: keywords
creator: Indrė Ungeitytė
creator: Stefanija Alisauskiene
rights: Copyright (c) 2021 Indrė Ungeitytė | Stefanija Ališauskienė
date: 2022-05-20
publication date: 2022-05-20
starting page: 201
ending page: 242
doi: 10.15388/se.2021.v2i43.9

Key Aspects of Rehabilitation for Children at Risk
type: item
description: This article describes children at risk in the context of a pedagogical problem, analyzes various interpretations of the “rehabilitation” concept in scientific literature and explains the need for rehabilitation work with children in teachers’ practice. On the basis of an empirical review (a questionnaire survey) a spectrum of ideas and opinions of teachers and psychologists from different educational institutions on the goals and objectives of rehabilitation work with children at risk and the main directions for this work in their practical activities have been revealed. In order to analyze the interpretations of specialists’ opinions regarding the nature and assessment of the effectiveness of rehabilitation, a method of collecting qualitative data (questionnaire survey, conversation) with open-ended questions was used. The author summarized the answers of the specialists on the problem under study by the method of content analysis using an open-coding procedure. According to the results of the research, six rehabilitation contexts have been identified, most specialists consider rehabilitation as comprehensive assistance to children with the aim of successfully returning them to a full social life; involving them into the system of social relations in the course of specially organized education; vocational training; developing healthy lifestyle and law-abiding behavior.
subject: Articles
  topic: section
subject: children at risk
  topic: keywords
subject: deviant behavior
  topic: keywords
subject: maladaptation
  topic: keywords
subject: legal rehabilitation
  topic: keywords
subject: medical rehabilitation
  topic: keywords
subject: social and pedagogical rehabilitation
  topic: keywords
subject: comprehensive assistance and support
  topic: keywords
subject: professional activities
  topic: keywords
subject: social adaptation
  topic: keywords
creator: Nodira Israilova
rights: Copyright (c) 2021 Nodira Israilova
date: 2022-05-20
publication date: 2022-05-20
starting page: 243
ending page: 318
doi: 10.15388/se.2021.v2i43.10

Preconditionos for successful education of children with autism spectrum disorder at primary general school: experience of parents
type: item
description: Children with disabilities, as all other children, have a right to be educated in the general education system and receive quality education, yet in practice, in other countries and Lithuania, a number of shortcomings can be observed in this area. It is noteworthy that significant challenges to inclusive education are raised by the education of children with ASD. Children with ASD are more sensitive to the environment surrounding them. It is influenced by social interactions, communication difficulties, repetitive, stereotyped behaviour, interests of children with ASD, as well as the lack of the readiness of the child’s environment to respond to his/her individual needs. The presence of children with ASD at a school of general education by no means guarantees their inclusion, it is important to create appropriate conditions for them to participate in the educational process meaningfully and actively, to engage them in joint activities with their peers, to feel that they are the part of the community of their classroom, their school and to reach goals and results in line with their abilities. Although recently scientists increasingly devote more of their attention to the education of children with ASD, however, there is lack of research revealing the preconditions of their successful education at schools of general education. Therefore, it is relevant to reveal real experience of the inclusion of such children into educational system. The article reveals the preconditions of the successful education of children with ASD at a primary school of general education based on the experience of parents. A qualitative study, while using a semi-structered interview method, was chosen. Six parents of children with ASD, whose child attends a primary school of general education, participated in the research. The obtained data were analysed while using a qualitative content analysis method while adhering to an inductive logic, which is based on the study data, when creating topics…
subject: Articles
  topic: section
subject: autism spectrum disorder
  topic: keywords
subject: inclusive education
  topic: keywords
subject: primary school
  topic: keywords
subject: experinece of parents
  topic: keywords
subject: child
  topic: keywords
creator: Rita Raudeliūnaitė
creator: Vida Gudžinskienė
rights: Copyright (c) 2022 Rita Raudeliūnaitė | Vida Gudžinskienė
date: 2022-12-07
publication date: 2022-12-07
starting page: 155
ending page: 219
doi: 10.15388/se.2022.v1i44.15

The Attitude and Actions of Leaders in Developing an Inclusive School
type: item
description: usive education, chosen by a school. The implementation of the project in Lithuania is supported by the programme “I choose to teach – for school change!”, which aims to increase inclusive education as a focus on each child and the child’s continuous learning progress. The article presents interviews with 14 principals of Lithuanian general education schools, who participated in the first stage of the programme “I choose to teach – for school change!”. The interviews were aimed at finding out school leaders’ attitudes towards inclusive education, their actions of planning and managing transformational processes taking place in school while strengthening inclusive education. Applying the method of inductive qualitative content analysis, four themes revealing the diversity of school leaders’ attitudes and actions in creating the inclusive school were distinguished: 1) the deconstruction of the phenomenon of inclusion, singling out the categories of acknowledgment of individuality and equal opportunities, every child’s progress and participation, and the development of general competencies; 2) personal readiness for strengthening inclusion, where the elements of internalization of the sense of change and acknowledgment of challenges of change have come to light; 3) leadership projections manifesting themselves through the “declaration” of value priorities by personal example, initiatives supporting and inspiring teachers; and 4) reorganisation of organizational structures in creating and formalising internal procedures and agreements, the collegial learning system and in making decisions that mobilise various types of resources.
subject: Articles
  topic: section
subject: inclusive school
  topic: keywords
subject: the leader’s attitude and actions
  topic: keywords
subject: school transformation
  topic: keywords
creator: Lina Miltenienė
creator: Jūratė Valuckienė
creator: Milda Damkuvienė
creator: Sigitas Balčiūnas
creator: Evandželina Petukienė
creator: Meda Bugenytė
rights: Copyright (c) 2022 Lina Miltenienė | Jūratė Valuckienė | Milda Damkuvienė | Sigitas Balčiūnas | Evandželina Petukienė | Meda Bugenytė
date: 2022-12-07
publication date: 2022-12-07
starting page: 9
ending page: 54
doi: 10.15388/se.2022.v1i44.11

The research of the formation of eating and personal hygiene skills among children with moderate and severe mental disability
type: item
description: The article analyzes the results of the study of the formation of eating and personal hygiene skills among children with moderate and severe intellectual disabilities. The main directions of correctional work on the formation of self-care skills among children with intellectual disabilities have been described: eating skills; personal hygiene skills; dressing and undressing skills, etc. It has been established that the success of the formation of domestic independence among children with moderate and severe intellectual disabilities is determined by compliance with such conditions, in particular, determining the actual level of the child’s needs, improving the content of work with children, using a variety of visual aids, forming of a positive attitude to household activities, the gradual weakening of control in order to increase the independence and activity of the child.
subject: Articles
  topic: section
subject: child with intellectual disabilities
  topic: keywords
subject: moderate and severe mental retardation
  topic: keywords
subject: eating skills
  topic: keywords
subject: personal hygiene skills
  topic: keywords
subject: special institution
  topic: keywords
creator: Yuliya Haletska
rights: Copyright (c) 2022 Yuliya Haletska
date: 2022-12-07
publication date: 2022-12-07
starting page: 127
ending page: 154
doi: 10.15388/se.2022.v1i44.14

Quality of Life and Life Satisfaction of People with Disabilities during Forced Social Distancing and Home Confinement Derived from the COVID-19 Pandemic
type: item
description: This study aimed to analyze the quality of life and life satisfaction of people with disabilities in quarantine due to the COVID-19 pandemic in Ukraine and Lithuania. There were total 546 participants aged 16-84 years from Lithuania and Ukraine. The respondents completed the authors’ questionnaire and the Subjective Happiness Scale to measure quality of life, subjective happiness, and life satisfaction. Pearson’s correlation coefficient was used to assess the associations between quality of life, subjective happiness, and life satisfaction. The results demonstrate the interrelation between the constructs measured, when subjectively evaluated quality of life during quarantine was associated with satisfaction within various life spheres, and moderately associated with subjective happiness. In conclusion, our study showed the interdependence between quality of life, subjective happiness and life satisfaction, allowing manipulation of separate components to induce change in other not only in scientific rapport, but also in physical and mental health orientated preventative actions to improve the well-being for people with disabilities
subject: Articles
  topic: section
subject: life satisfaction
  topic: keywords
subject: happiness
  topic: keywords
subject: people with disabilities
  topic: keywords
subject: quarantine due to Covid-19 pandemic
  topic: keywords
subject: quality of life
  topic: keywords
creator: Olena Chykhantsova
creator: Justina Kievišienė
creator: Ingrida Baranauskienė
creator: Cesar Agostinis-Sobrinho
rights: Copyright (c) 2022 Olena Chykhantsova | Justina Kievišienė | Ingrida Baranauskienė | Cesar Agostinis-Sobrinho
date: 2022-12-07
publication date: 2022-12-07
starting page: 103
ending page: 126
doi: 10.15388/se.2022.v1i44.13

Telepractice in providing speech therapy for children: Speech therapists’ view and experiences
type: item
description: The article analyses speech therapists’ view and experiences in providing speech therapy using telepractice in the context of the COVID-19 situation. The performed quantitative and qualitative analysis of the research data revealed how the country’s speech therapists perceived telepractice, the types of applied telepractice, the advantages and limitations of applying this practice, the opportunities to provide (in)direct support to children who had various speech, language and swallowing disorders, and the opportunities to perform professional quality functions from a distance. The study revealed that telepractice in the speech therapist’s work, although challenging due to the need to apply it in unforeseen circumstances and without proper preparation, had many advantages and could be successfully applied when combined with normal, traditional, in-person support.
subject: Articles
  topic: section
subject: COVID-19 epidemiological situation
  topic: keywords
subject: telepractice
  topic: keywords
subject: speech therapy
  topic: keywords
subject: speech therapists’ view and experiences
  topic: keywords
creator: Daiva Kairiene
creator: Aušra Gajauskienė
rights: Copyright (c) 2022 Daiva Kairienė | Aušra Gajauskienė
date: 2022-12-07
publication date: 2022-12-07
starting page: 55
ending page: 102
doi: 10.15388/se.2022.v1i44.12

Understanding and supporting the academic needs of students with ADHD
type: item
description: The National Survey of Children’s Health, conducted in 2011-12, reported one in ten school aged children received an ADHD diagnosis, an increase of 42% between 2003 and 2011 (Visser et al., 2013). This increase is troubling because ADHD is known to have an adverse impact on behavioral functioning, particularly in school settings, which negatively impact multiple aspects of a student’s life. Common problems include maladaptive social interactions and interpersonal relationships (Litner, 2003; Barkley, Fischer, Smallish, & Fletcher, 2004), lower achievement scores, and higher grade retention and dropout rates when compared to children without disabilities (Birchwood & Daley, 2012; Barkley, 2015). Considering the increasing prevalence and negative impact of this diagnosis, it is imperative that teachers understand the characteristics, treatments, interventions, and implications of this disorder. The purpose of this article is to provide information and guidance to teachers on the academic needs of children and adolescents with ADHD.
subject: Articles
  topic: section
subject: ADHD
  topic: keywords
subject: academics
  topic: keywords
subject: executive functions
  topic: keywords
creator: Jessica L. Hagaman
creator: Kathryn J. Casey
rights: Copyright (c) 2016 Authors
date: 2016-06-27
publication date: 2016-06-27
starting page: 9
ending page: 50
doi: 10.21277/se.v1i34.248

Educational characteristics of students with learning disabilities
type: item
description: The article describes educational characteristics of students with learning disabilities. The participants of the research (students, parents, teachers, specialists) have been submitted questions about the child’s learning situation and the support provided at school and home. The answer analysis revealed positive and negative factors that affected the students with learning disabilities during the process of teaching and learning. Majority of these environmental factors (the children’s preparation to learn, learning environment, family support and assistance, collaboration of educators) are more construed as favourable rather than unfavourable by participants of the educational process (teachers, special educators, students and their parents). Moreover, the research discloses positive tendencies of education of students with learning disabilities (greater orientation to students’ achievements instead of difficulties; peer support and the like). It is ascertained that poor inclusion and involvement of children and parents as education partners is the issue that remains relevant.
subject: Articles
  topic: section
subject: learning disabilities
  topic: keywords
subject: educational characteristics
  topic: keywords
creator: Jelena Galvydytė
creator: Algirdas Ališauskas
rights: Copyright (c) 2016 Authors
date: 2016-06-27
publication date: 2016-06-27
starting page: 51
ending page: 92
doi: 10.21277/se.v1i34.251

Stress experienced by adolescents in the context of the analysis of demographic variables
type: item
description: The article deals with the peculiarities of stress experienced by adolescents in the context of the analysis of social, demographic variables. Research data enabled to identify stressful situations and negative emotions which are experienced by adolescents depending on their sex, age. Respondents’ data were analysed using descriptive and mathematical statistics methods. It was found that adolescents found themselves in stressful situations and experienced negative emotions. Senior age female adolescents find themselves in such situations most often, the place of residence is little significant for adolescents’ stressful experiences, while social environment of the school is to be considered a strong stressogenic factor.
subject: Articles
  topic: section
subject: adolescents
  topic: keywords
subject: stressful situations
  topic: keywords
subject: stress
  topic: keywords
subject: negative emotions
  topic: keywords
creator: Daiva Alifanovienė
creator: Asta Vaitkevičienė
creator: Odeta Šapelytė
creator: Danutė Šarauskienė
rights: Copyright (c) 2016 Authors
date: 2016-06-27
publication date: 2016-06-27
starting page: 93
ending page: 120
doi: 10.21277/se.v1i34.250

An overview of the music therapy professional recognition in the EU
type: item
description: This article documents the development of the professional recognition of music therapy in the EU. First, a brief history of the origins of modern music therapy in Europe is presented, followed by more detailed analysis of the establishment of training courses and professional associations across Europe. Second, the stages in the professionalization process according to Ridder, Lerner and Suvini (2015) are discussed. Third, the importance of the European Music Therapy Confederation in promoting music therapy recognition in the EU is highlighted.
subject: Articles
  topic: section
subject: professional recognition
  topic: keywords
subject: European Music Therapy Confederation
  topic: keywords
creator: Nerdinga Letulė
creator: Esa Ala-Ruona
rights: Copyright (c) 2016 Authors
date: 2016-06-27
publication date: 2016-06-27
starting page: 121
ending page: 144
doi: 10.21277/se.v1i34.252