Social dimension of the inclusive process in the primary schools in Gevgelija
Date Issued
2018
Author(s)
Anastasova, Gordana
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
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
Subjects
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