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The appropriateness of keeping children with cognitive disabilities in the mainstream primary school from the perspective of additional professional assistance workers

Nataša Vtič (2014) The appropriateness of keeping children with cognitive disabilities in the mainstream primary school from the perspective of additional professional assistance workers. Diploma thesis.

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    Abstract

    The paper The appropriateness of keeping children with cognitive disabilities in the mainstream primary school from the perspective of additional professional assistance workers combines theoretical and practical findings about issues on the integration of certain children into primary school programmes with adapted implementation and additional professional assistance. The theoretical part of the paper presents the systematical regulation of integration of children with special needs into mainstream primary schools through education principles and schooling. In this part, expert findings on certain disadvantages and difficulties with integration of children with learning or cognitive disabilities into mainstream primary schools are introduced. Experts believe that many pupils, along with the support from teachers and other professional school workers, have successfully integrated into programmes with adapted implementation and additional professional assistance, and have achieved learning progress. This applies especially to those who experience minor or mere individual forms of specific learning disabilities and learning disorders or other minor disabilities. However, it is often pointed out, mostly from practise, to children with lower intelligence or other developmental disorders, where it is questionable whether the mainstream primary schools do in fact provide optimal development for these children. The empirical part of the paper is a qualitative analysis of four interviews with additional professional assistance workers. The selected and methodologically studied material presents the perspective of additional professional assistance workers on the appropriate assistance to children in programmes with adapted implementation and additional professional assistance, and points out to systematical and professional malpractices in approaching children with special needs in mainstream primary schools. The assistance workers feel that, despite everything, the programmes with adapted implementation and additional professional assistance are too demanding for certain children. The problem with longterm exposure of the child to too demanding learning criteria is indicated, which represents a threat to the child's psychosocial development. Due to low cognitive abilities of certain individuals and high productivity programme demands, there is an increase in problems, which derive from learning ineffectiveness and influence the learning motivation, emotional functioning, personal development, social integration and the children's behaviour. In the conclusion of the paper, I added some suggestions, based on theoretical and practical findings, for a more effective assistance to children with special needs in primary schools.

    Item Type: Thesis (Diploma thesis)
    Keywords: principles of education and schooling children with special needs, difficulties in the integration process, continuum of learning difficulties, additional professional assistance, the position of a child in a too demanding programme
    Number of Pages: 106
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Darja Zorc MaverMentor
    asist. mag. Uroš MetljakComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10024521)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2091
    Date Deposited: 09 Apr 2014 12:05
    Last Modified: 09 Apr 2014 12:05
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2091

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