The analysis of parenTs and pedagogues’ social aTTiTudes Towards educabiliTy of disabled people
Journal Title: Problems of Education in the 21st Century - Year 2010, Vol 23, Issue 7
Abstract
The article analyses structural and intensity features identifying parents and pedagogues’ social attitudes towards education of disabled children. The performed research allows to assert that the structure of attitudes towards educability of disabled people contains the following components: recognition of personality and social value of a disabled person, recognition of their abilities, pedagogical pessimism, fatalism, humanistic pedagogics, segregation, inferiority of a disabled personality and their family, orientation to social – every day education priorities, the underestimation of special education needs, archetypical fears of socializing with a disabled person, pedagogue’s function as a family substitute. In fact, all these components integrate into two main educability construct dimensions, pedagogic pessimism and pedagogic optimism. Features of commonness and individuality identify parents and pedagogues’ social attitudes towards educability of mentally disabled people. Commonness lies in the educability model, its structure. Individuality means that parents’ social attitudes towards educability of their disabled children are oriented (with respect to attitude intensity) to a person, whilst pedagogues’ – into education and integration process. The intensity of parents and pedagogues’ social attitudes changes depending on social –demographic factors. The attitude’s intensity (positive and negative evaluation range) to their disabled child’s educability is conditioned mostly by parents’ psychological state. Professional motivation, age, professional activity place, the type of educational institution condition pedagogue attitude’s intensity the most.
Authors and Affiliations
Ineta Ruškuvienė, Dalia Augienė, Domas Auga
Keywords
Related Articles
- EP ID EP34871
- DOI -
- Views 282
- Downloads 0
COMPARATIVE TEACHING EXAMPLE RELATED TO COURSE ACTIVITIES DEVELOPING TRANSFER SKILL IN PROBLEM SOLVING IN ELEMENTARY SCHOOL PROGRAMS IN SOUTHEAST ANATOLIA REGION
As of 2004-2005 school year, principles of constructivism have been adopted to a great extent in the education system of Turkey. In the present study, the lessons were video recorded in order to observe the activities...
TeachINg, learNINg, aNd kNowledge buIldINg: The caSe of The remoTe NeTworked School INITIaTIVe
The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledge building i...
IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA
The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educationa...
The GeoGraphy SyllabuS in primary educaTion in porTuGal: inTerpreTaTionS by auThorS and (re) inTerpreTaTionS by TeacherS
In 2001, the Currículo Nacional do Ensino Básico. Competências Essenciais [National Curriculum for Primary Education. Essential Competences] was published in Portugal. This document reorganizes basic level education fr...
BARRIERS IN THE INTEGRATION OF ICT AT THE SCHOOL FOR THE HANDICAPPED
Before developing action plans for effective information and communication technologies (ICT) integration, it is important to determine and overcome the barriers encountered in the teaching-learning process of the educ...