Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12188/1042
Title: Social dimension of the inclusive process in the primary schools in Gevgelija
Other Titles: Социјалната димензија на инклузивниот процес во основните училишта во општина Гевгелија
Authors: Anastasova, Gordana
Chichevska Jovanova, Natasha 
Keywords: primary education, social inclusion, students with disabilities, teacher, special education, teaching strategies
Issue Date: 2018
Publisher: Faculty of Philosophy, Skopje
Source: Anastasovska G., Chichevska-Jovanova N. (2018). Social dimension of the inclusive process in the primary schools in Gevgelija. V International conference “Transformation towards sustainable and resilient society for persons with disabilities”- 25 Years of Special Education and Rehabilitation Studies. Ohrid, R.Macedonia, pp.643-654
Conference: V International conference “Transformation towards sustainable and resilient society for persons with disabilities”- 25 Years of Special Education and Rehabilitation Studies. Ohrid, R. Macedonia
Abstract: Introduction: The peculiar nature of the social functioning of the students with disabilities accentuates the remarkable role that the inclusion in primary schools plays into enhancement of their social adaptation. Regarding the fact that this type of educational practice is of a recent nature, alongside the primer attention being given to refinement of the academic skills as opposed to the social capabilities of the students, it is of great importance to investigate the methods to be used for social adjustment of this population, relying on the existing habilitation resources as part of the inclusive classroom. Methodology: The subject of the study focuses on the teaching strategies and techniques employed by the junior- and intermediate/senior-grade teachers, based on their in-service trainings, as well as the strategies and techniques used by the special educators in the primary schools in Gevgelija. The population comprises of 59 examinees, out of which 57 belong to the teachers’ subgroup (25 junior-grade teachers and 32 intermediate/senior-grade teachers), and 2 examinees are special educators/defectologists. Results: The results clearly indicate the existence of significant difference between the types of strategies used by the junior-grade teachers, as well as difference between the types of strategies used by the teachers and the special defectologists. However, such significant difference between the intermediate/senior-grade teachers was not confirmed statistically. Conclusion: It can be concluded that the professional in-service training affects the type of choice of teaching strategies and techniques for teaching social skills to students with disabilities in the designated primary setting. The teachers were to employ greater diversity of strategies than the defectologists, even though the latter showed use of certain strategies and techniques that were not noted in the teachers’ answers, such as: soothing, social stories and the PECS-method
URI: http://hdl.handle.net/20.500.12188/1042
ISBN: 978-608-238-145-9
Appears in Collections:Faculty of Philosophy 05: Conference papers / Трудови од научни конференции

Files in This Item:
File Description SizeFormat 
Trud 2 Chichevska-Anastasova.pdf2.44 MBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s)

63
Last Week
0
Last month
2
checked on Mar 29, 2024

Download(s)

45
checked on Mar 29, 2024

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.