Conţinutul numărului revistei |
Articolul precedent |
Articolul urmator |
734 1 |
Ultima descărcare din IBN: 2021-12-27 15:53 |
Căutarea după subiecte similare conform CZU |
376 (661) |
Educația, instruirea unor categorii speciale de persoane. Învățământ special (606) |
SM ISO690:2012 SHIMRIT, Ochana. Communication in classes: case study on special education in Israel. In: EcoSoEn, 2019, nr. 1-2, pp. 171-179. ISSN 2587-344X. |
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EcoSoEn | ||||||
Numărul 1-2 / 2019 / ISSN 2587-344X /ISSNe 2587-425X | ||||||
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CZU: 376 | ||||||
JEL: I 26 | ||||||
Pag. 171-179 | ||||||
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Descarcă PDF | ||||||
Rezumat | ||||||
In order to promote Pervasive Development Disorder (PDD) students, very complex work is required in a communication class that is divided between adaptations (mirroring, construction, environment, time, and social rules) and mainly cognitive process work (emotions, pragmatics, vocabulary expansion of mental verbs). The daily application of the teacher's "real-time" cognition and "real-time" mediation is necessary for these children to become independent. The author of the article is a teacher in the media class for about 10 years. Over the years, the writer received weekly instruction from the media instructors who came to the school under the supervision of the Ministry of Education, as is customary in the communication classes, and learned from them about their disabilities. Each communication class has a large staff: an educator, a colleague, two assistants, and a paramedical staff. It is very important to cooperate with the professional staff to help advance the students. There are few students in each grade (6 on average), which allows personal attention that also contributes to the advancement and success of students. |
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Cuvinte-cheie Communication impairment, Pervasive Development Disorder (PDD), Autism sequence, special education, social skills, educational program, tulburări de comunicare, Tulburări Pervazive de Dezvoltare (PDD), secvență de autism, educaţie specială, abilităţi sociale, program educațional |
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