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Conflicts and aggression at school : the standpoint of schoolteachers and students Rita Lindinaitė Summary One of the most concerning and urgent social problems of today is the increasing number of aggressive children and teenagers. Lot’s of children use physical and verbal aggression, violence, solving conflicated situations. Often they don’t even think about the consequences. According to the press, it is usual at school for students and even schoolteachers to act aggressively. That’s the social urgency of this work. It is discussing about the conception of conflict and aggression, the reasons of them, solutions of conflicts and the ways of changing aggressive behaviour in this work, also the expression of conflicts and aggressive behaviour between young children and teenagers, the specific features of schoolchildren with mental disorder. The purpose of this research was to disclose the standpoint to the conflicts and aggression at school of schoolchildren with mental disorder, special teachers and high school teachers. The hypothesis of this work says that there are conflicts and aggression between schoolchildren themselves and between schoolchildren and teachers. There where used the questionnaire of twenty five schoolchildren with mental disorder, fifty special teachers and fifty high school teachers. The results of this questionnaire affirm, that the schoolchildren often get in conflict with other students or with schoolteachers – physical and... [to full text]

Nowadays Lithuanian society outlieves essential social and economic changes, whish influense each person‘s live influencing the young generation. During the social alteration it is available to note valuable conflicts and the view at the existing valuables are changing. Today‘s youth is deeply stuck into conformosm and adoring of status symbols. Young people understand their responsibilities, work and intelligence in different ways and have an awry scale of valuables. Each person creates his or her own model of valuable orientation where are particular valuables dominated. The valuables of each induvidual are as a hierarchically organized system, whish more or less changes in his or her life.

Research subject is the peculiarities of communication skills training of children with moderate and severe intellectual disabilities at pre-school age. Hypothesis: the communication between children is stimulated when education goals, tasks, methods and activities meet children communication abilities. Research aim is to analyze the peculiarities of communication education of children with moderate and severe intellectual disabilities. Research methods: theoretical analysis of scientific sources, question airing that allows summarizing the educational experience of specific communication training cases. The research data on the persons under research is provided by special educators of pre-school education institutions. Persons under research – children of pre-school age (4 – 8 years) with moderate and severe intellectual disabilities and moderate and severe speech development. Conclusions. Communication abilities of children with moderate and severe intellectual disabilities are of a low level, revealing themselves by active responsive reactions of children into communication initiative, but not with the initiative of children themselves.

The conclusive scientific work of master of science consist of introduction, two chapters, conclusions, list of literature and additions. In the introduction is analysed social and academic urgency of the research, are discussed problematical questions, isintroduced hypothesis of research, the object, the purpose and tasks, methods of research, information summary methods and the sequence of research. In the first chapter of conclusive scientific work are discussed the competence and ability of secondary school teachers: is presented correlation of competence and qualification, the general influence of ability to develop teachers competence. Are discussed demands for teachers qualification, the matter of competence is opened for a special teaching. Also are presented possibilities to improve teachers qualification in a sphere of work with students of special demands. The first chapter is concluded with analysis about done researches where is included the teachers competence to satisfy teaching request for students with special demands. In the second chapter of conclusive scientific work is presented practical part of work the type of research, task, main questions and answers, group for study, the instrument to complete data, research urgency, its practical and theoretical meaning, research field, analysis the data research. At the time of research were questioned 238 teachers from Kaunas secondary schools. They are teaching students with special demands. Was... [to full text]

The Master’s work is formed of introduction, 2 chapters, conclusions and suggestions, a list of literature, summary and supplements. A social and scientific urgency of the research, problematical questions and the hypothesis of the research, goals and tasks are presented in the introduction. There is also described a methodology of the research and data edition, presented a sample of the research. Theoretic specific features of interests in History are discussed in the first chapter of the final work. It is acquainted with a process of integration students with special needs to general education system. It is discussed the role of interest in learning process and the factors which develop the interest in teaching. A data of research of J. V. Vaitkevičius and V. Pobrein analyzing a rating of subjects’ difficulties is presented. The analysis of this research shows that History is one of the hardest subjects. The first chapter is concluded with presentation of methods and ways stimulating special needs students to be interested in History. A practical part of Master’s work is presented in the second chapter: investigative, methods of the research, a quantitative and qualitative analysis of observed History lessons. At the research there were observed 70 History lessons at schools of Šilalė town and district, their course was recorded. A special attention was paid to special needs students’ occupation in the lessons. Another research was made using a questionnaire... [to full text]

After the restoration of Lithuanian independence, it has become a necessity to learn the Lithuanian language for many citizens of Lithuania, whose native language is not Lithuanian. In the schools of national minority children with special needs also have to learn the state language. As it is observed in practice, not all children with special needs come to school with perfect knowledge of their native language, so we can presume that these children encounter with a lot of difficulties, arising from their surrounding factors, while learning the state language. This work is performed to reveal the peculiarities of teaching and learning the state language to schoolchildren, having special needs, at national minority school. Two groups of respondents took part in this research: Lithuanian language teachers of national minority schools and children with special needs. Analysis of the research has shown that the number of schoolchildren with special needs integrated into national minority schools is increasing. The Lithuanian language teachers of national minority schools do not have enough knowledge about teaching non-native language to schoolchildren with special needs. However, the educators’ attitude towards these schoolchildren is positive. A lack of special language teaching devices, textbooks is felt while educating children with special needs, so the teachers differentiate and constantly prepare individual tasks for these schoolchildren. The state language learning... [to full text]

This master paper tries to analyse the structure of reading as a complicated multiple process, to reveal its components, to study the aspects of reading evaluation, text formation, the levels of reading comprehension, etc. Reading is one of the most important abilities the man has. At first sight it may seem as a simple and matter-of-course ability, but after studying it thoroughly it becomes clear that it is not true. Not only mechanical decoding of signs (reading), but also reading comprehension is significant to the growing, developing and mature enough personality. The problem of reading comprehension evaluation has been holding the interest of not only foreign, but also Lithuanian educators and researchers who go deep into this problem, try to carry out various investigations for the last decades. There is not much methodological literature about this topic but all the investigations that have been carried out to date are rather important and informative. United standardized test of reading comprehension has not been prepared yet, so teachers of the Lithuanian language try to create them themselves or to adapt tests prepared by others. The preparation of the valid test itself is a very complicated and responsible process that requires many efforts. Certain requirements are brought, so there were attempts to study the principles of the test formation during this research as in detail as possible, to check the reliability of the test in the different stages of its... [to full text]

The paper deals with the theoretical analysis of the additional education purposes, requirements and functions. Extraordinary requirements, spare-time entertainment, meeting the requirements out-of-school activity also the problems of this special training and the assumptions or efficiency are considered in the empirical part. The paper hypothesizes that parent’s expectations about special needs education and social needs not always reflect real situation at special requirements school. It is important to note that the interrogatory by filling in the form is also under the consideration with its purpose to investigate the abilities of supplying the special needs. The fact- finding is also made and shown in statistics (descriptive frequency, the average etc.).

Family is the least part of our society. At the same time it is the subject of the society, responsible for the prolongation of human genus and upbringing of children. Family has the right to property, organic relations with an ethnic group, nation, state. It is social reality which is supported and controlled by the state, without breaking the rights of parents and family. The quality of life is purely individual evaluation of your destination in life, evaluation of culture and the system of values, in which an individual person is living, connected with his aims, attitude, hopes, standards and interests. It is a wide conception, combining an individual’s physical health and psychological state, degree of independence, social relations and relations with environment. The quality of life includes different and various spheres: the criteria of physical state and functional possibilities, psychological state and wealth, social relations and economic state. The principle of the quality of life of the disabled is supported by the idea that we cannot separate the quality of life of the disabled from the conception of life of the other members of the society. Social politics must evaluate the disabled as common citizens. Observing the principle of standardization, families, which are growing the disabled children, must understand that the level of the quality of their lives must not greatly differ from those who have not got indisposition. In this work of magister the object of... [to full text]

This master‘s final paper analyses special educators‘ competence and professional purposefulness, defines their professional roles in comprehensive schools and reveals their professional motivation factors. The author takes the attitude that the effectiveness of special education depends not only on educator‘s professional expertise and qualification, but also on his or her professional purposefulness (motivation) that determines the quality of educational interaction (professional behaviour).

The relevance of the theme is that most pupils with special educational needs make mistakes solving textual tasks. There are not many concrete recommendations how to teach such pupils to solve these tasks. In descriptive research, based on qualitative data analysis, peculiarities of solving textual tasks, mistakes made by pupils who have complex learning disabilities (because of disorders of self - control – attention, specific cognition - confusion of visual operations and listening comprehension, linguistic process and behaviour – slow activity, uneven working ability) and ways to avoid them are being analysed. It is stated that an adequate experience given to SEN pupils makes it possible to teach them use appropriate strategies oriented to solving problems. In the process of the experiment it was revealed that SEN pupils can be helped to solve textual problems by forming right images about quantities, teaching then to solve preparative tasks. Detailed problem analysis, pointing out essential facts, self – instructing using inner speech, drawing schemas, dissolving problems are of great use as well.

Learning motives and peculiarities of adaptation of schoolchildren with special needs and without them are analysed in the master work. It is surveyed, how social and educational environment influences schoolchildren with special needs emotional wellbeing and learning motivation.

Many researches prove that the success of learning at school decides the intellectual able. The intellectual estimation and determination must be based by parameters of systematic research and estimation. To foresee these directions of training, content and ways it is important the analysis of intellect reasons and intellect structure. The are not enough psychological and pedagogical works where would be the experimentally based connection of slight intellectual disorder and limited intellect. The object of this research is the training peculiarity, looking at the structure of the intellect. The aim of the research is to estimate limited and slight intellectual disorder content specify after the made comparative analysis of the disorder having schoolchildren training, the quantitative and qualitative their structure characteristic. The main tasks of the research are: to analyse the similarity and differences limited and slight intellectual disorder structure and to discover the training peculiarity of schoolchildren with the intellectual disorder. There were used these methods of the research: the analysis of schoolchildren anamnesis data, the talk to pedagogues, the analysis of D. Wechsler intellectual test (WISC – III)LT . The data were treated by SPSS 11.0 version, the parametrical T test (T - Test) and not parametrical Mann – Whitney test. At the research were pedagogues (lithuanian and mathematics teachers, special pedagogues and class teachers) working at diferent... [to full text]