Adomėnienė, Rita - Magistro baigiamojo darbo autorius
Gudonis, Vytautas - Magistro baigiamojo darbo vertinimo komisijos pirmininkas
Tomaševska, Kristina - Magistro baigiamojo darbo vertinimo posėdžio sekretorius
Barkauskaitė, Marija - Magistro baigiamojo darbo vertinimo komisijos narys
Galkienė, Alvyra - Magistro baigiamojo darbo vertinimo komisijos narys
Survutaitė, Dalia - Magistro baigiamojo darbo vertinimo komisijos narys
Barkauskaitė, Marija - Magistro baigiamojo darbo vadovas
Gaigalienė, Marytė - Magistro baigiamojo darbo recenzentas
Vilniaus pedagoginis universitetas - Mokslinį laipsnį teikianti institucija
Preschool education of developmentally delayed children – very topical and complex problem, because the psychophysical and personality development of children with special needs is qualitatively individual, whereas namely in preschool years the child must acquire a lot of knowledge about his environment, form the basic cognitive skills, learn to communicate, become self-sufficient.
The review of scientific literature and juristic papers also the experience of working educators, overlooked in this paper, allowed to name the main factors influencing the education of children with special needs. One of them – the content of education process, so in this paper we present the model of educational content for children with special needs, conceptualized by specialists and educators from Vilnius special preschool “Dobilėlis”. Its efficacy is demonstrated through qualitative analysis – educational experiment with 6 children with complex disability ( 2 of them have severe degree of complex disability, 2 – moderate and 2 – mild degree of complex disability). The analysis consists of three parts, which encompasses three school years, from children started to attend the special preschool till now. The evaluation of child developmental skills, the examples of individual programs, skills training and group activities are presented in each part of experiment. Summation of analysis of organization of educational content includes not only findings of specialists and educators about children developmental changes, but children parents accounts about the achieved outcomes also.
The accomplished analysis allows to state that in order to achieve the best results in children education, not only well-planed comprehensive educational content is needed, but also important impact have specialists team, active parent participating in educational processes and early age of the child.
The experiment proved, that education of psychosocial abilities and skills takes particular place in the development of children with special needs. Childs self-sufficiency, behavior and communication models must be formed in preschool years. Composed suitable educational content, which corresponds child faculties and potential capacities, influences developmental changes even for children with severe complex disabilities. That may be only slight changes in sensory or emotional areas, however it relieve the life of the child and his family also. Children with mild and moderate complex disabilities show marked effects in all developmental areas.
Raktažodžiai: special, preschool, educational content, model