Specialusis ugdymas / Special education 2022-05-26T06:39:09+00:00 Stefanija Ališauskienė Open Journal Systems <p>Special Education 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.</p> Towards Learner-Oriented Teacher and Educational Support Professional Education Through Personalized Learning 2022-05-26T06:39:09+00:00 Stefanija Alisauskiene <p>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<a href="#_ftn1" name="_ftnref1">[1]</a> achievement reports.</p> <p>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<strong>&nbsp;teacher</strong>&nbsp;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</p> 2022-05-19T00:00:00+00:00 Copyright (c) 2021 Stefanija Ališauskienė Definition, Assessment of the Phonological Skills and Their Correlations with the Reading Disability (Dyslexia) 2022-05-25T05:12:43+00:00 Simona Daniutė Ingrida Staliūnienė <p>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. &nbsp;&nbsp;&nbsp;</p> <p>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.</p> 2022-05-19T00:00:00+00:00 Copyright (c) 2021 Simona Daniutė | Ingrida Staliūnienė Theoretical Bases of Model of Intervention in Speech Therapy for Preschool Children with Phonological Insufficiency 2022-05-25T05:12:50+00:00 Ilze Vilka <p>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.</p> <p><em>&nbsp;</em></p> 2022-05-19T00:00:00+00:00 Copyright (c) 2021 Ilze Vilka Comprehension of Words and Expressive Language Abilities in Children with Developmental Language Disorder 2022-05-25T05:12:47+00:00 Laura Kamandulytė-Merfeldienė Vilma Makauskienė <p>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.</p> 2022-05-19T00:00:00+00:00 Copyright (c) 2021 Laura Kamandulytė-Merfeldienė | Vilma Makauskienė Inclusion of Deaf and Hard of Hearing Students In Universities: Experience of United Kingdom 2022-05-25T05:12:36+00:00 Indrė Ungeitytė Stefanija Alisauskiene <p>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).</p> <p>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.</p> <p>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.</p> 2022-05-20T00:00:00+00:00 Copyright (c) 2021 Indrė Ungeitytė | Stefanija Ališauskienė Key Aspects of Rehabilitation for Children at Risk 2022-05-25T05:12:33+00:00 Nodira Israilova <p>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. <em>On the basis of an empirical review (</em>a <em>questionnaire survey) </em>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, <em>a method of collecting qualitative data (questionnaire survey, conversation) </em>with open-ended questions was used. The author summarized the answers of the specialists on the problem under study by the <em>method of content analysis using an open-coding procedure.</em></p> <p>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.</p> 2022-05-20T00:00:00+00:00 Copyright (c) 2021 Nodira Israilova