Integrarea școlară și socială a elevilor cu CES prin strategii psihopedagogice

Integrarea școlară și socială a elevilor cu CES prin strategii psihopedagogice

Aspects of social and educational inclusion of children with special educational needs through psychopedagogical strategies

Alina ILIȘUAN (GALACZI)
Abstract

This paper presents the importance of using psychopedagogical strategies in educational activities, for a better integration of students with special educational needs (with intellectual disabilities) in school and in society.
The theoretical part includes notions about psycho-pedagogical intervention strategy in the context of intellectual disability and in the context of fluency reading difficulties and poor comprehension for students with special educational needs (with intellectual disabilities). I presented a theoretical approach for reading fluency and psychopedagogical applications in the act of reading.
The research part includes 5 case studies for students with special educational needs (with intellectual disabilities), integrated in regular education. The general objective of the paper was to analyze the effectiveness of using the personalized intervention program, as a psycho-pedagogical intervention strategy for the development of fluency and comprehension in the act of reading, for students with special educational needs. In conclusion the relationship between the development of fluency and comprehension skills in the act of reading and the school and social integration of students with Special Educational Needs was mentioned, which is reflected in the increase in school results and has implicitly beneficial effects on the school and social integration of these students.
Keywords:reading fluency, reading comprehension, psychopedagogical intervention strategy, Special Educational Needs
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DOI:10.26744/rrttlc.2024.10.1.07
Published on line: 03/31/2024
References

Bodea Hațegan, C., Talaș, D. (2016).Fluența verbală. Direcții teoretice și aplicații psihopedagogice”, editura Argonaut, Cluj- Napoca.
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Efectele jocului educațional asupra dezvoltării cognitive și non-cognitive la elevii cu nevoi speciale din școlile incluzive

Efectele jocului educațional asupra dezvoltării cognitive și non-cognitive la elevii cu nevoi speciale din școlile incluzive

“The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools

Nicoleta Raluca LUPU
Abstract

The aim of this study, “The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools” is to present a model of good practice that will favour the inclusion of the students with special educational needs.
Starting from this aim, the following assumptions are formulated: 1) The students with special educational needs in inclusive classes who will participate in the training through games will achieve significantly better results in the recovery process than those who will not participate in the training through game, 2) The students with special educational needs in inclusive classes who will participate in the computer-based training will have significantly better results in the recovery process compared to the students who will participate in the training through classic game.
The non-parametric test „Mann-Whitney” for independent samples shows that there are statistically significant differences between the experimental group and the control group in the post-test phase (p <.05) for most development areas tested: communication and vocabulary, reading, writing, grammar, spatial orientation, temporal orientation, cognitive behaviour, image memory, pre-numbering, addition, subtraction, behaviour. There were no statistically significant differences between the two groups (p>.05) in the following areas of development: motor development, body schema, graphics rendering, color, shape, numerical memory, numbering.
The non-parametric test for Mann-Whitney independent samples shows that there are no significant differences between the classic game and computer games (p>.05), both of them bringing benefits in the recovery process of the students with special educational needs. An explanation might be the permanent presence of the computer in children’s lives, which makes them lose interest in this method.

Keywords: special educational needs, game, inclusion
pdf

DOI: 10.26744/rrttlc.2020.6.2.02
Published on line: 30/10/2020
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***Fișă de evaluare continuă Matematică accesată online în 2.02.2016 la https://profesoriitineranti.wordpress.com/documente-specifice-activitatii profesorului-itinerant-de-sprijin/
***Fișă de evaluare continuă Limba Română accesată online în 2.02.2016 la https://profesoriitineranti.wordpress.com/documente-specifice-activitatii profesorului-itinerant-de-sprijin/