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subject:(Specialieji poreikiai) – OATD
 You searched for subject:(Specialieji poreikiai). Showing records 1 – 30 of 58 total matches.
 1. Černiauskaitė, Nomeda. Menų terapijos taikymas specialiųjų poreikių vaikų ugdymui: ugdytojų požiūris.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20140623_190940-86127 ;
 SANTRAUKA Nomeda Černiauskaitė (d. vadovė doc. Vilmantė Aleksienė). MENŲ TERAPIJOS TAIKYMAS SPECIALIŲJŲ POREIKIŲ VAIKŲ UGDYMUI: UGDYTOJŲ POŽIŪRIS. Magistro darbas. V.: VU Socialinio darbo katedra, 2008.... (more)
 SANTRAUKA Nomeda Černiauskaitė (d. vadovė doc. Vilmantė Aleksienė). MENŲ TERAPIJOS TAIKYMAS SPECIALIŲJŲ POREIKIŲ VAIKŲ UGDYMUI: UGDYTOJŲ POŽIŪRIS. Magistro darbas. V.: VU Socialinio darbo katedra, 2008. 81 p. Pagrindinis atlikto tyrimo tikslas – ištirti specialiųjų poreikių vaikų ugdytojų požiūrį į menų terapijos taikymą Kauno miesto specialiosiose ugdymo įstaigose. Šiuo tyrimu buvo siekiama nustatyti kokie specialistai Kauno miesto specialiosiose ugdymo įstaigose taiko menų terapiją ar jos elementus, įvertinti šių užsiėmimų organizavimo ypatumus bei specialistų požiūrį į meno užsiėmimų poveikį specialiųjų poreikių vaikų bendrųjų gebėjimų ugdymui. Tyrime buvo taikoma kiekybinio tyrimo metodika, anketinės apklausos būdas, duomenų analizė atlikta naudojant SPSS 16.0 bei MsExcel programas. Tyrimo metu buvo apklausti 127 Kauno miesto specialiosiose ugdymo įstaigose dirbantys specialistai: 42 specialieji pedagogai, 28 meno krypčių mokytojai, 5 psichologai, 23 socialiniai pedagogai arba socialiniai darbuotojai, 12 kineziterapeutų bei 17 auklėtojų. Gauti rezultatai parodė, kad Kauno miesto specialiosiose ugdymo įstaigose įvairių užsiėmimų metu yra taikomi menų terapijos elementai, teigiamą meno užsiėmimų poveikį neįgaliems vaikams pripažįsta dauguma respondentų. Analizuojant specialistų požiūrį į menų terapijos ar jos elementų taikymo poveikį įvairiems specialiųjų poreikių vaikų gebėjimams paaiškėjo, kad meno užsiėmimai bei menų terapijos elementų taikymas labiausiai veikia... [toliau žr. visą tekstą]
 SUMMARY Nomeda Černiauskaitė (supervisor dr. Vilmantė Aleksienė). ART THERAPY ACTIVITIES FOR EDUCATION OF SPECIAL NEEDS CHILDREN: EDUCATORS‘ ATTITUDE. Master‘s graduation work. V.: VU Department of Social Work, 2008. 81 p. The main task of this research was to examine special needs children educators‘ attitude to art therapy activities in Kaunas special educational institutions. This research was performed to investigate art therapy activities influence to special needs children general abilities according to educators‘ attitude, to determine art therapy activities organizational principles and to ascertain who applies art therapy or it‘s elements in Kaunas special educational institutions. Quantitative analysis and questionnaire interrogatory metod were used in reseach. Information analysis was accomplished using SPSS 16.0 and MsExcel programs. 127 specialists of Kaunas special educational institutions: 42 special pedagogs, 28 art subject teachers, 5 psychologists, 23 social teachers or social workers, 12 physiotherapists and 17 educators were interrogated while the survey. According to results‘ analysis art therapy elements are applied during the various activities in Kaunas special educational institutions, most specialists indicates positive art activities influence to special needs children. While estimating art therapy or it‘s elements influence to distinct general abilities of special needs children it was determined that art activities and art therapy elements... [to full text]
 Subjects/Keywords: Specialieji poreikiai; Menų terapija; Bendrieji gebėjimai
 Černiauskaitė, Nomeda. (2014). Menų terapijos taikymas specialiųjų poreikių vaikų ugdymui: ugdytojų požiūris . (Masters Thesis). Vilnius University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20140623_190940-86127 ;
 Černiauskaitė, Nomeda. “Menų terapijos taikymas specialiųjų poreikių vaikų ugdymui: ugdytojų požiūris.” 2014. Masters Thesis, Vilnius University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20140623_190940-86127 ;.
 Černiauskaitė, Nomeda. “Menų terapijos taikymas specialiųjų poreikių vaikų ugdymui: ugdytojų požiūris.” 2014. Web. 13 Dec 2019.
 Černiauskaitė, Nomeda. Menų terapijos taikymas specialiųjų poreikių vaikų ugdymui: ugdytojų požiūris. [Internet] [Masters thesis]. Vilnius University; 2014. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20140623_190940-86127 ;.
 Černiauskaitė, Nomeda. Menų terapijos taikymas specialiųjų poreikių vaikų ugdymui: ugdytojų požiūris. [Masters Thesis]. Vilnius University; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20140623_190940-86127 ;
 2. Žydelienė, Inga. Specialiųjų ugdymosi poreikių paauglių psichosocialinė adaptacija ir jos veiksniai.
 Žydelienė, Inga. “Specialiųjų ugdymosi poreikių paauglių psichosocialinė adaptacija ir jos veiksniai.” 2014. Masters Thesis, Vilnius University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_194746-53053 ;.
 Žydelienė, Inga. “Specialiųjų ugdymosi poreikių paauglių psichosocialinė adaptacija ir jos veiksniai.” 2014. Web. 13 Dec 2019.
 Žydelienė, Inga. Specialiųjų ugdymosi poreikių paauglių psichosocialinė adaptacija ir jos veiksniai. [Internet] [Masters thesis]. Vilnius University; 2014. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_194746-53053 ;.
 3. Sadauskienė, Reda. Specialiųjų ugdymo(si)poreikių mokinių integracija bendrojo lavinimo mokykloje pedagogų ir tėvų požiūrio aspektu.
 Sadauskienė, Reda. “Specialiųjų ugdymo(si)poreikių mokinių integracija bendrojo lavinimo mokykloje pedagogų ir tėvų požiūrio aspektu.” 2010. Masters Thesis, Siauliai University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092832-73287 ;.
 Sadauskienė, Reda. “Specialiųjų ugdymo(si)poreikių mokinių integracija bendrojo lavinimo mokykloje pedagogų ir tėvų požiūrio aspektu.” 2010. Web. 13 Dec 2019.
 Sadauskienė, Reda. Specialiųjų ugdymo(si)poreikių mokinių integracija bendrojo lavinimo mokykloje pedagogų ir tėvų požiūrio aspektu. [Internet] [Masters thesis]. Siauliai University; 2010. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092832-73287 ;.
 4. Baltušienė, Kristina. Didelių specialiųjų poreikių turinčių mokinių socialinio dalyvavimo galimybės.
 Baltušienė, Kristina. “Didelių specialiųjų poreikių turinčių mokinių socialinio dalyvavimo galimybės.” 2013. Masters Thesis, Siauliai University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130821_115706-39806 ;.
 Baltušienė, Kristina. “Didelių specialiųjų poreikių turinčių mokinių socialinio dalyvavimo galimybės.” 2013. Web. 13 Dec 2019.
 Baltušienė, Kristina. Didelių specialiųjų poreikių turinčių mokinių socialinio dalyvavimo galimybės. [Internet] [Masters thesis]. Siauliai University; 2013. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130821_115706-39806 ;.
 5. Radzevičiūtė, Rasa; Radzvičiūte, Rasa. Intelekto sutrikimų turinčių SP mokinių integruoto ugdymo ypatumai.
 Radzvičiūte, Rasa, Radzevičiūtė, Rasa;. “Intelekto sutrikimų turinčių SP mokinių integruoto ugdymo ypatumai.” 2008. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_175910-71223 ;.
 Radzvičiūte, Rasa, Radzevičiūtė, Rasa;. “Intelekto sutrikimų turinčių SP mokinių integruoto ugdymo ypatumai.” 2008. Web. 13 Dec 2019.
 Radzvičiūte, Rasa R Rasa;. Intelekto sutrikimų turinčių SP mokinių integruoto ugdymo ypatumai. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2008. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_175910-71223 ;.
 6. Beržanskienė, Rima. Inovatyviųjų metodų taikymas ugdant specialiųjų poreikių mokinius heterogeninėse klasėse.
 Beržanskienė, Rima. “Inovatyviųjų metodų taikymas ugdant specialiųjų poreikių mokinius heterogeninėse klasėse.” 2014. Masters Thesis, Vilnius University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_194804-24484 ;.
 Beržanskienė, Rima. “Inovatyviųjų metodų taikymas ugdant specialiųjų poreikių mokinius heterogeninėse klasėse.” 2014. Web. 13 Dec 2019.
 Beržanskienė, Rima. Inovatyviųjų metodų taikymas ugdant specialiųjų poreikių mokinius heterogeninėse klasėse. [Internet] [Masters thesis]. Vilnius University; 2014. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_194804-24484 ;.
 7. Lenčiauskienė, Daiva. Vaiko statuso klasėje veiksniai.
 Lenčiauskienė, Daiva. “Vaiko statuso klasėje veiksniai.” 2011. Masters Thesis, Vilnius University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20110709_151621-77398 ;.
 Lenčiauskienė, Daiva. “Vaiko statuso klasėje veiksniai.” 2011. Web. 13 Dec 2019.
 Lenčiauskienė, Daiva. Vaiko statuso klasėje veiksniai. [Internet] [Masters thesis]. Vilnius University; 2011. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20110709_151621-77398 ;.
 8. Makauskienė, Vida. Paauglių agresijos apraiškos specialiojoje mokykloje.
 Makauskienė, Vida. “Paauglių agresijos apraiškos specialiojoje mokykloje.” 2010. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_150015-31073 ;.
 Makauskienė, Vida. “Paauglių agresijos apraiškos specialiojoje mokykloje.” 2010. Web. 13 Dec 2019.
 Makauskienė, Vida. Paauglių agresijos apraiškos specialiojoje mokykloje. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2010. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_150015-31073 ;.
 9. Pupelienė, Inga. Mokinio, besimokančio pagal individualizuotą programą, socialinis edukacinis portretas.
 Pupelienė, Inga. “Mokinio, besimokančio pagal individualizuotą programą, socialinis edukacinis portretas.” 2010. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100709_100247-35603 ;.
 Pupelienė, Inga. “Mokinio, besimokančio pagal individualizuotą programą, socialinis edukacinis portretas.” 2010. Web. 13 Dec 2019.
 Pupelienė, Inga. Mokinio, besimokančio pagal individualizuotą programą, socialinis edukacinis portretas. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2010. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100709_100247-35603 ;.
 10. Čižikienė, Daiva. Mokytojo padėjėjo profesinių kompetencijų modelis.
 Čižikienė, Daiva. “Mokytojo padėjėjo profesinių kompetencijų modelis.” 2011. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110712_132438-67675 ;.
 Čižikienė, Daiva. “Mokytojo padėjėjo profesinių kompetencijų modelis.” 2011. Web. 13 Dec 2019.
 Čižikienė, Daiva. Mokytojo padėjėjo profesinių kompetencijų modelis. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2011. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110712_132438-67675 ;.
 11. Bytautienė, Liuda. Pradinės mokyklos mokinių dorovinių nuostatų ugdymas: prielaidos ir galimybės.
 Bytautienė, Liuda. “Pradinės mokyklos mokinių dorovinių nuostatų ugdymas: prielaidos ir galimybės.” 2011. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110714_113710-66040 ;.
 Bytautienė, Liuda. “Pradinės mokyklos mokinių dorovinių nuostatų ugdymas: prielaidos ir galimybės.” 2011. Web. 13 Dec 2019.
 Bytautienė, Liuda. Pradinės mokyklos mokinių dorovinių nuostatų ugdymas: prielaidos ir galimybės. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2011. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110714_113710-66040 ;.
 12. Žiobakaitė, Viktorija. Palankaus ugdymui mikroklimato kūrimo aplinkybės mokiniams, turintiems specialiųjų poreikių.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120813_132508-96601 ;
 Šalyje atkūrus nepriklausomybę keitėsi švietimo ir bendrojo ugdymo sistema. Keičiantis švietimo sistemai ir ugdymo turiniui specialiųjų poreikių asmenims sudaryta galimybė ugdytis bendrojo ugdymo mokyklų bendrosiose... (more)
 Šalyje atkūrus nepriklausomybę keitėsi švietimo ir bendrojo ugdymo sistema. Keičiantis švietimo sistemai ir ugdymo turiniui specialiųjų poreikių asmenims sudaryta galimybė ugdytis bendrojo ugdymo mokyklų bendrosiose klasėse. Integruojant specialiųjų poreikių turinčius mokinius į bendrojo ugdymo mokyklų bedrąsias klases, turi būti kuriamos palankios mikroklimato aplinkybės. Šio darbo tyrimo problema yra – mikroklimato kūrimo aplinkybės, klausos sutrikimą turintiems mokiniams. Tyrimo tikslas – palankaus ugdymui mikroklimato kūrimo aplinkybės, klausos sutrikimą turintiems mokiniams. Išanalizuota pedagoginė – mokslinė, psichologinė literatūra bei švietimo dokumentų analizė teoriškai pagrindžiant palankias ugdymui mikroklimato kūrimo aplinkybes, klausos sutrikimą turintiems mokiniams. Tyrimo metu išaiškėjo klasės fizinės aplinkos ir mokytojo darbo kūrimo aplinkybės, klausos sutrikimą turintiems mokiniams, pagal mokinių sutrikimo laipsnį ir mokyklos tipą. Gauti rezultatai rodo, kad klasės fizinė aplinka ir mokytojo darbas, klausos sutrikimą turintiems mokiniams yra pritaikomi labai gerai. Vertinant klausos sutrikimą turinčių mokinių klasės fizinę aplinką pagal sutrikimo laipsnį matoma, kad klasės fizinė aplinka ir mokytojo darbas geriausiai pritaikomi labai žymų ir žymų neprigirdėjimą turintiems mokiniams, o pagal mokyklos tipą - pradinėms klasėms. Tyrimas leido nustatyti bendraklasių požiūrį į klausos sutrikimą turinčius mokinius. Iš 19 klausos sutrikimą turinčių mokinių 8... [toliau žr. visą tekstą]
 The system of education and general education has evolved after Lithuania gained independence. Development of the education system and content of education, forms possibility for people with special needs to educate in comprehensive school's general classes. Creating of favorable microclimate should be in order to integrate people with special needs to general classes. The problem of this study is an analysis of the context development of microclimate for hearing-impaired students. The objective of the study is the identification of the context development of microclimate for hearing-impaired students. It has been analyzed pedagogic-scientific, psychological and educational documents literature. Theoretical justification has been used of context development of microclimate for hearing-impaired students. The study revealed the considerations of development the physical class environment and teacher work for students with hearing impairment, depending on students' impairment rate and type of school. The analysis shows that the assessment of the physical environment of class and teachers work adapted very well for hearing-impairment students. Assessment of physical environment of classes with different hearing impairment rate students had showed, that teachers work most adapted for significant hearing impairment students. Also teachers work most adapted for students in the primary classes. The study helps to determine the attitudes of classmates to students with hearing... [to full text]
 Advisors/Committee Members: Ališauskienė, Stefanija (Master’s degree committee chair), Nedzinskaitė, Rasa (Master’s degree session secretary), Barkauskaitė, Marijona (Master’s degree committee member), Gudauskas, Renaldas (Master’s degree committee member), Rupšienė, Liudmila (Master’s degree committee member), Želvys, Rimantas (Master’s degree committee member), Monkevičienė, Ona (Master’s degree committee member), Kvieskienė, Giedrė (Master’s degree committee member), Pečiuliauskienė, Palmira (Master’s degree committee member), Galkienė, Alvyra (Master’s degree committee member), Survutaitė, Dalia (Master’s thesis supervisor), Samašonok, Kristina (Master’s thesis reviewer).
 Subjects/Keywords: Mikroklimatas; Specialieji poreikiai; Klausos sutrikimas; Microclimate; Special needs; Hearing impairment students
 Žiobakaitė, Viktorija. (2012). Palankaus ugdymui mikroklimato kūrimo aplinkybės mokiniams, turintiems specialiųjų poreikių . (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120813_132508-96601 ;
 Žiobakaitė, Viktorija. “Palankaus ugdymui mikroklimato kūrimo aplinkybės mokiniams, turintiems specialiųjų poreikių.” 2012. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120813_132508-96601 ;.
 Žiobakaitė, Viktorija. “Palankaus ugdymui mikroklimato kūrimo aplinkybės mokiniams, turintiems specialiųjų poreikių.” 2012. Web. 13 Dec 2019.
 Žiobakaitė, Viktorija. Palankaus ugdymui mikroklimato kūrimo aplinkybės mokiniams, turintiems specialiųjų poreikių. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2012. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120813_132508-96601 ;.
 Žiobakaitė, Viktorija. Palankaus ugdymui mikroklimato kūrimo aplinkybės mokiniams, turintiems specialiųjų poreikių. [Masters Thesis]. Vilnius Pedagogical University; 2012. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120813_132508-96601 ;
 13. Zapasnik, Vladislov. Mokytojų požiūris į vaikų, turinčių specialiųjų ugdymosi poreikių, integruoto ugdymo realijas.
 Zapasnik, Vladislov. “Mokytojų požiūris į vaikų, turinčių specialiųjų ugdymosi poreikių, integruoto ugdymo realijas.” 2009. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090630_094333-93035 ;.
 Zapasnik, Vladislov. “Mokytojų požiūris į vaikų, turinčių specialiųjų ugdymosi poreikių, integruoto ugdymo realijas.” 2009. Web. 13 Dec 2019.
 Zapasnik, Vladislov. Mokytojų požiūris į vaikų, turinčių specialiųjų ugdymosi poreikių, integruoto ugdymo realijas. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2009. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090630_094333-93035 ;.
 14. Mikalauskaitė, Rasa. Vyresniųjų klasių mokinių nuostatos į specialiųjų poreikių ugdytinių integraciją mokykloje.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060515_225859-82110 ;
 ► At the dawn of the 19th century, Lithuania initiated education for persons of special needs and obtained considerable positive results in this field. Soon after... (more)
 ▼ At the dawn of the 19th century, Lithuania initiated education for persons of special needs and obtained considerable positive results in this field. Soon after restitution of the Independence the legal basis was laid for solving problems of disabled children, their socialization and integration into society what resulted in purposeful and rapid changes. Relevant documents were prepared and confirmed. The main problem remained that so far no traditions were formed in Lithuania for learning of healthy and disabled children together as in other countries. Only before a decade the voice was lifted up publicly about existence of disabled people in Lithuania, therefore, we should start from the very beginning. Everyone agrees that the disabled people must be integrated. However, as a matter of fact, in favor of integrated learning more often speak pedagogues than parents of schoolchildren. Theoretically parents are for integration, but in practice they are still not ready to accept it. Their phobia is obvious. They are afraid that their offspring will copy bad manners and negative habits from the disabled children. And what is of importance that the parents willy-nilly inculcate such a negative view into their children. As the disabled people are growing in number, it is necessary to look back and evaluate what is done and achieved in their education in order to find new ideas and to correct imperfections. Purpose of study: To identify what attitude the pupils from general... [to full text] Advisors/Committee Members: Dumbliauskienė, Birutė (Master’s degree session secretary), Nevedomskienė, Danutė Valerija (Master’s degree session secretary), Senkus, Valdas (Master’s degree committee member), Pruskus, Valdas (Master’s thesis reviewer), Bagdanavičius, Juozas (Master’s degree committee member), Tamošiūnas, Tadas (Master’s degree committee member), Grincevičienė, Vilija (Master’s thesis supervisor), Grigas, Romualdas (Master’s degree committee chair).
 Subjects/Keywords: Integration; Specialieji poreikiai; Special needs; Integracija
 Mikalauskaitė, Rasa. (2006). Vyresniųjų klasių mokinių nuostatos į specialiųjų poreikių ugdytinių integraciją mokykloje . (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060515_225859-82110 ;
 Mikalauskaitė, Rasa. “Vyresniųjų klasių mokinių nuostatos į specialiųjų poreikių ugdytinių integraciją mokykloje.” 2006. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060515_225859-82110 ;.
 Mikalauskaitė, Rasa. “Vyresniųjų klasių mokinių nuostatos į specialiųjų poreikių ugdytinių integraciją mokykloje.” 2006. Web. 13 Dec 2019.
 Mikalauskaitė, Rasa. Vyresniųjų klasių mokinių nuostatos į specialiųjų poreikių ugdytinių integraciją mokykloje. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2006. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060515_225859-82110 ;.
 Mikalauskaitė, Rasa. Vyresniųjų klasių mokinių nuostatos į specialiųjų poreikių ugdytinių integraciją mokykloje. [Masters Thesis]. Vilnius Pedagogical University; 2006. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060515_225859-82110 ;
 15. Jasėnaitė, Inga. SPECIALIŲJŲ UGDYMO(SI) POREIKIŲ MOKINIŲ TEISĖS Į MOKSLĄ ĮGYVENDINIMO PROBLEMOS.
 Jasėnaitė, Inga. “SPECIALIŲJŲ UGDYMO(SI) POREIKIŲ MOKINIŲ TEISĖS Į MOKSLĄ ĮGYVENDINIMO PROBLEMOS.” 2010. Masters Thesis, Siauliai University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_165236-64520 ;.
 Jasėnaitė, Inga. “SPECIALIŲJŲ UGDYMO(SI) POREIKIŲ MOKINIŲ TEISĖS Į MOKSLĄ ĮGYVENDINIMO PROBLEMOS.” 2010. Web. 13 Dec 2019.
 Jasėnaitė, Inga. SPECIALIŲJŲ UGDYMO(SI) POREIKIŲ MOKINIŲ TEISĖS Į MOKSLĄ ĮGYVENDINIMO PROBLEMOS. [Internet] [Masters thesis]. Siauliai University; 2010. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100903_165236-64520 ;.
 16. Baranskienė, Gitana. Specialiųjų poreikių moksleivių profesinio rengimo efektyvumas profesinėse mokyklose.
 Baranskienė, Gitana. “Specialiųjų poreikių moksleivių profesinio rengimo efektyvumas profesinėse mokyklose.” 2008. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182422-78610 ;.
 Baranskienė, Gitana. “Specialiųjų poreikių moksleivių profesinio rengimo efektyvumas profesinėse mokyklose.” 2008. Web. 13 Dec 2019.
 Baranskienė, Gitana. Specialiųjų poreikių moksleivių profesinio rengimo efektyvumas profesinėse mokyklose. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2008. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182422-78610 ;.
 17. Žemaitaitienė, Birutė. Tarpusavio santykių ypatumai skirtingų gebėjimų vaikų grupėse ikimokyklinėje ugdymo įstaigoje.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182525-19291 ;
 Magistrinio darbo pedagoginio tyrimo tikslas – atskleisti ikimokyklinio amžiaus skirtingų gebėjimų vaikų tarpusavio santykių ypatumus. Tyrimo uždaviniai: • Išanalizuoti pedagoginę- psichologinę literatūrą apie skirtingų gebėjimų... (more)
 Magistrinio darbo pedagoginio tyrimo tikslas – atskleisti ikimokyklinio amžiaus skirtingų gebėjimų vaikų tarpusavio santykių ypatumus. Tyrimo uždaviniai: • Išanalizuoti pedagoginę- psichologinę literatūrą apie skirtingų gebėjimų vaikų tarpusavio santykius. • Ištirti skirtingų gebėjimų vaikų tėvų požiūrį į vaikų tarpusavio santykių ypatumus. • Išsiaiškinti pedagogų požiūrį į vaikų tarpusavio santykius bendro lavinimo ir specialiųjų poreikių turinčių vaikų grupėse. • Atskleisti ikimokyklinės ugdymo įstaigos bendro lavinimo ir specialiųjų poreikių turinčių vaikų bendravimo ypatumus. Tyrimo metodika: • Literatūros šaltinių ir dokumentų analizė. • Ikimokyklinės įstaigos pedagogų ir skirtingų gabumų vaikų tėvų anketinė apklausa. • Pokalbis- interviu su ikimokyklinės įstaigos bendro lavinimo grupių vaikais. Tyrime dalyvavo 218 respondentų: 64 ikimokyklinės įstaigos bendro lavinimo grupes lankančių vaikų tėvai; 55 ikimokyklinės įstaigos spec. poreikių turinčių vaikų grupes lankančių vaikų tėvai; 32 ikimokyklinės įstaigos bendro lavinimo vaikų grupėse dirbantys pedagogai; 17 ikimokyklinės įstaigos spec. poreikių turinčių vaikų grupėse dirbantys pedagogai; 50 ikimokyklinės įstaigos bendro lavinimo grupes lankančių vaikų. Tėvams ir pedagogams buvo pateiktos užpildyti anketos, o vaikai atsakinėjo pokalbio- interviu metodu. Gauti rezultatai parodė, kad bendro lavinimo grupių vaikų ir spec. poreikių turinčių vaikų bendravimas reikšmingai nesiskiria. Tai įtakoja negalės forma ir sunkumo... [toliau žr. visą tekstą]
 The aim of this Master diploma work is to reveal the pecularities of the relationships among the children of different abilities at the pre-school education level. The objectives of the research: • to analyze the pedagogical-psychological literature about the relationship among the children of different abilities • to do research in the attitude of their parents towards the pecularities of children's communication. • to ascertain the pedagogical approach to the relationship between the children attending pre-school education classes and the children with special needs. • to reveal the differences in communication between the children with special needs and those from general education classes at pre-school level. Research methodology: • The analysis of the literature and documents used. • The survey of pedagogical and parental opinion. • The interview with the children attending the pre-school education classes. 218 respondents took part in the survey: 64 parents of children attending pre-school education establishment as well as 55 parents of the children attending pre-school education classes for children with special needs; 32 pre-school education pedagogues working in general education classes as well as 17 pre-school education pedagogues working with special needs children; 50 children attending the pre-school education classes. The parents and the pedagogues were submitted questionnairs and the children answered questions during the interview. The results showed little... [to full text]
 Advisors/Committee Members: Barkauskaitė, Marija (Master’s thesis supervisor), Stankevičienė, Kristina (Master’s thesis reviewer), Šventickas, Algimantas (Master’s degree committee chair), Dautaras, Jonas (Master’s degree committee member), Giedrienė, Regina (Master’s degree committee member), Barkauskaitė, Marija (Master’s degree committee member).
 Subjects/Keywords: Tarpasmeniniai santykiai; Bendravimas; Specialieji poreikiai; Gabumai; Interpersonal relationship; Communication; Special needs; Abilities
 Žemaitaitienė, Birutė. (2008). Tarpusavio santykių ypatumai skirtingų gebėjimų vaikų grupėse ikimokyklinėje ugdymo įstaigoje . (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182525-19291 ;
 Žemaitaitienė, Birutė. “Tarpusavio santykių ypatumai skirtingų gebėjimų vaikų grupėse ikimokyklinėje ugdymo įstaigoje.” 2008. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182525-19291 ;.
 Žemaitaitienė, Birutė. “Tarpusavio santykių ypatumai skirtingų gebėjimų vaikų grupėse ikimokyklinėje ugdymo įstaigoje.” 2008. Web. 13 Dec 2019.
 Žemaitaitienė, Birutė. Tarpusavio santykių ypatumai skirtingų gebėjimų vaikų grupėse ikimokyklinėje ugdymo įstaigoje. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2008. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182525-19291 ;.
 Žemaitaitienė, Birutė. Tarpusavio santykių ypatumai skirtingų gebėjimų vaikų grupėse ikimokyklinėje ugdymo įstaigoje. [Masters Thesis]. Vilnius Pedagogical University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182525-19291 ;
 18. Vaidelienė, Zita. Specialiųjų poreikių mokinių darbinis ugdymas kaip profesinio orientavimo veiksnys.
 Vaidelienė, Zita. “Specialiųjų poreikių mokinių darbinis ugdymas kaip profesinio orientavimo veiksnys.” 2008. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_183444-92389 ;.
 Vaidelienė, Zita. “Specialiųjų poreikių mokinių darbinis ugdymas kaip profesinio orientavimo veiksnys.” 2008. Web. 13 Dec 2019.
 Vaidelienė, Zita. Specialiųjų poreikių mokinių darbinis ugdymas kaip profesinio orientavimo veiksnys. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2008. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_183444-92389 ;.
 19. Kondrotienė, Lina. Specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis, profesinės kompetencijos.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174019-60016 ;
 Darbe atlikta teorinė kompetencijos sampratos ir specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, bei jų šeimomis, profesinio pasirengimo ypatumų analizė. Iškelta... (more)
 Darbe atlikta teorinė kompetencijos sampratos ir specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, bei jų šeimomis, profesinio pasirengimo ypatumų analizė. Iškelta hipotezė, kad Lietuvos specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, bei jų šeimomis, profesinio pasirengimo turinys iš dalies atitinka Europos ankstyvosios intervencijos specialistų profesinio rengimo programos turinį, o profesinės kompetencijos įgyjamos ir per praktiką. Atliktas kokybinis tyrimas, kurio tikslas išanalizuoti, kokias profesines kompetencijas specialistai, dirbantys su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis (t.y. ankstyvosios intervencijos specialistai) įgyja universitetinėse studijose bei kvalifikacijos kėlimo kursuose ir įvertinti specialistų turimų kompetencijų tinkamumą darbui ankstyvosios intervencijos srityje. Tyrimo duomenys buvo renkami naudojant atviro tipo klausimyną, parengtą remiantis Leonardo da Vinčio projekto „Ankstyvosios intervencijos vaikystėje specialistų rengimo Europinis pažymėjimas“ (EBIFF) esminėmis nuostatomis, kuriame specialistai kartu su tyrėja išsamiai apibūdino savo įgytas žinias ir gebėjimus, remdamiesi formaliais dokumentais (bakalauro ir magistro studijų diplomų priedėliais ir kitais jų kompetenciją įrodančiais dokumentais). Specialistų profesinės kompetencijos sąlygiškai vertinamos atsižvelgiant į... [toliau žr. visą tekstą]
 The theoretical analysis of the concept of competence and peculiarity of professional training of the specialists, who work with early and preschool age children with special needs and their families, had been performed in this work. The hypothesis stating that the principles of professional training of Lithuanian specialists, who work with early and preschool age children with special needs and their families, partly matches the content of the European programme, which resumes the principles of professional training for the early intervention specialists. The hypothesis also states that professional competence is gained through the process of practice. The qualitative investigation, whose aim was to analyze what professional competence is gained by the specialists, who work with early and preschool age children with special needs and their families (these are the early intervention specialists), during the university studies and courses of professional improvement and evaluate the suitability of their present competence for the work in the field of the early intervention, had been performed. The data had been collected using the open type of questionnaire, which was prepared according to the main regulations of the Leonardo da Vinci project “The European passport of the early childhood intervention specialists’ training” (EBIFF). During the investigation, the specialists along with the investigator had comprehensively described knowledge and skills they already had referring... [to full text]
 Advisors/Committee Members: Piličiauskas, Albertas (Master’s degree committee chair), Jundulienė, Asta (Master’s degree session secretary), Gudonis, Vytautas (Master’s degree committee member), Ozolaitė, Virginija (Master’s degree committee member), Pobrein, Vida (Master’s degree committee member), Kaukėnaitė, Liudvika (Master’s degree committee member), Ališauskienė, Stefanija (Master’s thesis supervisor), Gerulaitis, Darius (Master’s thesis reviewer).
 Subjects/Keywords: Kompetencija; Ankstyvoji intervencija; Specialieji ugdymosi poreikiai; Competence; Early intervention; Special upbringing needs
 Kondrotienė, Lina. (2008). Specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis, profesinės kompetencijos . (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174019-60016 ;
 Kondrotienė, Lina. “Specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis, profesinės kompetencijos.” 2008. Masters Thesis, Siauliai University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174019-60016 ;.
 Kondrotienė, Lina. “Specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis, profesinės kompetencijos.” 2008. Web. 13 Dec 2019.
 Kondrotienė, Lina. Specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis, profesinės kompetencijos. [Internet] [Masters thesis]. Siauliai University; 2008. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174019-60016 ;.
 Kondrotienė, Lina. Specialistų, dirbančių su ankstyvojo ir ikimokyklinio amžiaus vaikais, turinčiais specialiųjų poreikių, ir jų šeimomis, profesinės kompetencijos. [Masters Thesis]. Siauliai University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_174019-60016 ;
 20. Venclovaitė, Indrė. Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;
 Magistro darbe atlikta inkliuzinio ugdymo ir bendradarbiavimo sampratos bei ypatumų analizė. Iškelta hipotezė, jog pedagogai stengiasi tarpusavyje kurti kryptingus ir konstruktyvius bendradarbiavimo ryšius. Anketinės apklausos... (more)
 Magistro darbe atlikta inkliuzinio ugdymo ir bendradarbiavimo sampratos bei ypatumų analizė. Iškelta hipotezė, jog pedagogai stengiasi tarpusavyje kurti kryptingus ir konstruktyvius bendradarbiavimo ryšius. Anketinės apklausos metodu atliktas kiekybinis tyrimas, kurio tikslas - atskleisti pedagogų ir specialiųjų pedagogų bendradarbiavimo ypatumus, tenkinant mokinių specialiuosius ugdymosi poreikius bendrojo lavinimo mokykloje. Tyrime taikyta statistinė duomenų analizė – aprašomoji statistika, faktorinė analizė, ANOVA ir Kruskal – Wallis testai. Tyrime dalyvavo 168 pedagogai, tenkinantys mokinių specialiuosius ugdymosi poreikius bendrojo lavinimo mokykloje: 12 specialiųjų pedagogų, 118 dalyko ir 35 pradinių klasių mokytojai. Svarbiausios empirinio tyrimo išvados: 1. Pedagogai išreiškė pozityvias nuostatas į tarpusavio bendradarbiavimą. Dažniau pozityvioms bendradarbiavimo idėjoms linkę pritarti jauni (iki 25 m. ir 25 – 35 m.) bei žemesnę kvalifikacinę kategoriją turintys pedagogai. Specialieji pedagogai linkę siekti visų ugdymo proceso dalyvių įsitraukimo į bendradarbiavimo procesą. 2. Respondentai pozityviai vertina bendradarbiavimo procesą savo ugdymo institucijoje. Palankiausiai yra vertinamos galimybės iškilus sunkumams kreiptis pagalbos į specialistus ir kitus pedagogus, bendros veiklos akcentavimas, galimybė laisvai išreikšti savo nuomonę, kolegų dalijimasis savo patirtimi. Sunkumai kyla pasiskirstant bendradarbiavimo funkcijomis bei nėra taip entuziastingai siekiama... [toliau žr. visą tekstą]
 The analysis of the conception and features of inclusive education and teacher’s collaboration is carried out in the Master‘s Degree thesis. The hypothesis is raised that teachers attempt to build purposeful and constructive collaborative relations. The questionnaire method was used to carry out a quantitative study which aimed to reveal the collaborative features among teachers and special education teachers while working with students with special educational needs at secondary schools. Statistical analysis of data: descriptive statistics, factor analysis, ANOVA and Kruskal – Wallis tests were applied in the research . 168 teachers, working with students with special needs at secondary school participated in the research: 12 special education teachers, 118 subject teachers and 35 primary school teachers. The main conclusions of the empirical study: 1. Teachers expressed positive attitudes towards collaboration. Young teachers (up to age 25 or 25-35 years old) and teachers with lower qualification category tend to approve positive collaboration ideas. Special education teachers pursue the involvement of all participants of the educational process into collaboration. 2. The respondents give positive assessment of collaboration process at their educational institutions. The possibilities to turn for help to specialists or other teachers when problems occur, common activities, the possibility to express your point of view, the exchange of experience are the most favourably... [to full text]
 Advisors/Committee Members: Miltenienė, Lina (Master’s thesis supervisor), Dieninienė, Jolita (Master’s thesis reviewer), Bagdonas, Albinas (Master’s degree committee chair), Ališauskienė, Stefanija (Master’s degree committee member), Gudonis, Vytautas (Master’s degree committee member), Ivoškuvienė, Regina (Master’s degree committee member), Melienė, Rita (Master’s degree committee member), Jundulienė, Asta (Master’s degree session secretary).
 Subjects/Keywords: Inkliuzinis ugdymas; Bendradarbiavimas; Specialieji ugdymosi poreikiai; Inclusive education; Collaboration; Special educational needs
 Venclovaitė, Indrė. (2012). Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste . (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;
 Venclovaitė, Indrė. “Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste.” 2012. Masters Thesis, Siauliai University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;.
 Venclovaitė, Indrė. “Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste.” 2012. Web. 13 Dec 2019.
 Venclovaitė, Indrė. Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste. [Internet] [Masters thesis]. Siauliai University; 2012. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;.
 Venclovaitė, Indrė. Pedagogų bendradarbiavimas inkliuzinio ugdymo kontekste. [Masters Thesis]. Siauliai University; 2012. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120913_100828-95104 ;
 21. Pabiržienė, Aušrinė. Mokymo individualizavimas specialiųjų poreikių (sutrikusio intelekto) mokiniams tikybos pamokose.
 Pabiržienė, Aušrinė. “Mokymo individualizavimas specialiųjų poreikių (sutrikusio intelekto) mokiniams tikybos pamokose.” 2009. Masters Thesis, Vytautas Magnus University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090803_142951-87426 ;.
 Pabiržienė, Aušrinė. “Mokymo individualizavimas specialiųjų poreikių (sutrikusio intelekto) mokiniams tikybos pamokose.” 2009. Web. 13 Dec 2019.
 Pabiržienė, Aušrinė. Mokymo individualizavimas specialiųjų poreikių (sutrikusio intelekto) mokiniams tikybos pamokose. [Internet] [Masters thesis]. Vytautas Magnus University; 2009. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090803_142951-87426 ;.
 22. Bložienė, Jūratė. SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKSLEIVIŲ NENORO MOKYTIS PRIEŽASTYS UGDYTINIŲ IR MOKYTOJŲ POŽIŪRIU.
 Bložienė, Jūratė. “SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKSLEIVIŲ NENORO MOKYTIS PRIEŽASTYS UGDYTINIŲ IR MOKYTOJŲ POŽIŪRIU.” 2009. Masters Thesis, Siauliai University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_131836-37889 ;.
 Bložienė, Jūratė. “SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKSLEIVIŲ NENORO MOKYTIS PRIEŽASTYS UGDYTINIŲ IR MOKYTOJŲ POŽIŪRIU.” 2009. Web. 13 Dec 2019.
 Bložienė, Jūratė. SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKSLEIVIŲ NENORO MOKYTIS PRIEŽASTYS UGDYTINIŲ IR MOKYTOJŲ POŽIŪRIU. [Internet] [Masters thesis]. Siauliai University; 2009. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_131836-37889 ;.
 23. Raibikytė, Kristina. Specialiųjų poreikių vaikų šeimos analizė ir jų situacija bendrojo lavinimo mokykloje.
 Raibikytė, Kristina. “Specialiųjų poreikių vaikų šeimos analizė ir jų situacija bendrojo lavinimo mokykloje.” 2010. Masters Thesis, Lithuanian University of Agriculture. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100617_123602-41324 ;.
 Raibikytė, Kristina. “Specialiųjų poreikių vaikų šeimos analizė ir jų situacija bendrojo lavinimo mokykloje.” 2010. Web. 13 Dec 2019.
 Raibikytė, Kristina. Specialiųjų poreikių vaikų šeimos analizė ir jų situacija bendrojo lavinimo mokykloje. [Internet] [Masters thesis]. Lithuanian University of Agriculture; 2010. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100617_123602-41324 ;.
 24. Marozienė, Diana. Pedagogų bei specialiųjų pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_115749-07721 ;
 Šiame baigiamajame magistro darbe buvo nagrinėjamas pedagogų požiūris į specialiųjų poreikių vaikų integraciją. Tyrimo objektas – pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo... (more)
 Šiame baigiamajame magistro darbe buvo nagrinėjamas pedagogų požiūris į specialiųjų poreikių vaikų integraciją. Tyrimo objektas – pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose. Probleminis klausimas – koks yra pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose? Tyrimo tikslas – ištirti pedagogų požiūrį į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose. Tyrimo uždaviniai: 1. Išanalizuoti specialiųjų poreikių vaikų integracijos teorinius aspektus. 2. Ištirti mokytojų požiūrį į integracijos sampratą, orientacijos tipą (integracija arba segregaciją). 3. Pažymėti ir išskirti specialiosios mokyklos ir bendrojo lavinimo mokyklų mokytojų požiūrių ypatumus. Hipotezė – pedagogų požiūriu, specialiųjų poreikių vaikų integracija į bendro lavinimo mokyklas yra veiksminga. 1. Tyrimo dalyviai: tiriamųjų imtį sudarė 40 specialiųjų pedagogų, dirbančių specialiojoje mokykloje, 40 pedagogų, dirbančių su specialiųjų poreikių mokiniais bendrojo lavinimo mokykloje, ir 40 pedagogų, nesusidūrusių su specialiųjų poreikių mokiniais, besimokančiais bendrojo lavinimo mokyklose. Iš viso – 120 mokytojų. 2. Tyrimo metodai: * Mokslinės literatūros analizė, taikoma analizuojant specialiųjų poreikių vaikų integracijos į bendrojo lavinimo mokyklas teorinius aspektus: apibrėžiant integracijos sampratą, išskiriant specialiųjų ugdymo(si) poreikių (SUP) bei specialiųjų poreikių (SP) sampratas,... [toliau žr. visą tekstą]
 In this master degree research paper the problem of teachers‘ point of view to the intergration of children with the special needs was taken into consideration. The study of object is teachers‘ attitude to the development (integration) of children with special needs into the secondary schools. Problem question: what is the point of view of teachers to the intergration of children with special needs into the ordinary secondary schools? The goal of presented study is to analyze teachers‘ point of view to the intergration of children with the special needs and their development in the secondary schools. Tasks of the research: 1. To analyze theoretical aspects of integration of children with the special needs. 2. To analyze the point of view of teachers to the intergration itself, type of orientation (intergration or segregation). 3. To emphasize the peculiarities of the point of view of teachers from ordinary and the teachers from special secondary schools. Hypothesis- the intergration of children with special needs into the secondary schools is effective from the point of view of teachers. 1. Participants of the research: 40 special teachers that work at special schools; 40 teachers that work with children with special needs in secondary schools; and 40 teachers that had never communicated or contacted with children of special needs in the secondary schools. Total: 120 teachers. 2. The methods of study: • The analyzis of science literature was addopted in analyzing the... [to full text]
 Advisors/Committee Members: Malinauskas, Romas (Master’s degree committee chair), Šeščilienė, Ina (Master’s thesis supervisor), Dumčienė, Audronė (Master’s degree committee member), Novikovas, Viačeslavas (Master’s degree committee member), Daukilas, Sigitas (Master’s degree committee member), Lazauskienė, Danguolė (Master’s degree session secretary), Ostasevičienė, Vida (Master’s thesis reviewer), Šeščilienė, Ina (Master’s degree committee member).
 Subjects/Keywords: Ugdymas; Vaikai; Specialieji poreikiai; Integracija; Mokykla; Development; Teaching; Education; Special needs children; Intergration
 Marozienė, Diana. (2008). Pedagogų bei specialiųjų pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose . (Masters Thesis). Lithuanian Academy of Physical Education. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_115749-07721 ;
 Marozienė, Diana. “Pedagogų bei specialiųjų pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose.” 2008. Masters Thesis, Lithuanian Academy of Physical Education. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_115749-07721 ;.
 Marozienė, Diana. “Pedagogų bei specialiųjų pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose.” 2008. Web. 13 Dec 2019.
 Marozienė, Diana. Pedagogų bei specialiųjų pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose. [Internet] [Masters thesis]. Lithuanian Academy of Physical Education; 2008. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_115749-07721 ;.
 Marozienė, Diana. Pedagogų bei specialiųjų pedagogų požiūris į specialiųjų poreikių vaikų ugdymą (integraciją) bendrojo lavinimo mokyklose. [Masters Thesis]. Lithuanian Academy of Physical Education; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_115749-07721 ;
 26. Jurkonienė, Nijolė. Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę.
 Degree: Master, Sociology, 2011, Siauliai University
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;
 Magistro darbe tirta, kaip mokykla yra pasirengusi ugdyti vaikus, turinčius negalę. Analizuoti teisės aktai, reglamentuojantys mokinių, turinčių negalę, ugdymą inkliuzinėje mokykloje, taip pat atlikta teorinė... (more)
 Magistro darbe tirta, kaip mokykla yra pasirengusi ugdyti vaikus, turinčius negalę. Analizuoti teisės aktai, reglamentuojantys mokinių, turinčių negalę, ugdymą inkliuzinėje mokykloje, taip pat atlikta teorinė bei empirinė situacijos, susijusios su mokinių, turinčių negalę, ugdymu inkliuzinėje mokykloje. Tyrimo tikslas - įvertinti mokyklos pasirengimą inkliuziniu būdu ugdyti mokinius, turinčius negalę. Tyrimui atlikti buvo sukonstruoti tyrimo instrumentai: anketos mokyklų administracijos atstovams, specialiesiems pedagogams, mokytojams, mokiniams, interviu klausimai tėvams. Apklausoje dalyvavo 43 mokyklų vadovai, 40 specialiųjų pedagogų, 110 mokytojų iš visos Lietuvos, taip pat 232 Biržų ir Pasvalio rajonų mokiniai; interviu metodu buvo apklausti 6 negalę turinčių vaikų tėvai. Empirinis tyrimas atliktas derinant kiekybinius ir kokybinius tyrimo metodus (trianguliacija). Empirinėje dalyje pateikiama specialiojo ugdymo situacijos mokykloje apžvalga, analizuojamas mokyklos fizinės aplinkos pritaikymas, ugdymo priemonių ištekliai, pedagogų pasirengimas ugdyti mokinius, turinčius negalę, mokymo programų pritaikymas, ugdymo proceso dalyvių bendradarbiavimas, vaiko, turinčio negalę, savijauta mokykloje, tėvų nuomonė, pateikiamos refleksijos. Svarbiausios išvados: 1. Ugdymo politika, susijusi su asmenų, turinčių specialiųjų ugdymosi poreikių (SUP) tenkinimu, grindžiama tarptautiniais reikalavimais, kurie užtikrina socialinę SUP turinčių asmenų apsaugą bei ugdymą (si) pagal jų... [toliau žr. visą tekstą]
 The Master's thesis examines how the school is appeared to educate children with disabilities. The work analyses the laws governing the education of children with disabilities at the inclusive school, and contains the theoretical and empirical situations related with the education of children with disabilities at the inclusive school. The objective of the study is to assess the school readiness to educate children with disabilities in the inclusive way. The following research instruments were designed for the study: questionnaires for school administration representatives, special educators, teachers, learners, and interview questions to parents. The survey involved 43 school principals, 40 special education teachers, 110 teachers from all over Lithuania, as well as 232 learners of Biržai and Pasvalys district, six parents of children with disabilities were interviewed. An empirical study was carried out combining both quantitative and qualitative research methods (triangulation). The empirical part contains the overview of situation of the special education school, analyzes the adaptation of physical environment of the school, resources of educational tools, preparedness of teachers to educate learners with disabilities, adaptation of curriculum, cooperation between the participants of the teaching process, well-being of children with disabilities at school, parents' opinion, and reflections. Key findings include: • Education policy related to the satisfaction of the... [to full text]
 Advisors/Committee Members: Bagdonas, Albinas (Master’s degree committee chair), Ališauskienė, Stefanija (Master’s thesis supervisor), Geležinienė, Renata (Master’s degree committee member), Gudonis, Vytautas (Master’s degree committee member), Kaffemanienė, Irena (Master’s degree committee member), Jundulienė, Asta (Master’s degree session secretary), Melienė, Rita (Master’s thesis reviewer).
 Subjects/Keywords: Specialieji ugdymosi poreikiai; Negalė; Inkliuzinis ugdymas; Special educational needs; Disability; Inclusive education
 Jurkonienė, Nijolė. (2011). Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę . (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;
 Jurkonienė, Nijolė. “Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę.” 2011. Masters Thesis, Siauliai University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;.
 Jurkonienė, Nijolė. “Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę.” 2011. Web. 13 Dec 2019.
 Jurkonienė, Nijolė. Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę. [Internet] [Masters thesis]. Siauliai University; 2011. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;.
 Jurkonienė, Nijolė. Mokyklos pasirengimas inkliuziniu būdu ugdyti mokinius, turinčius negalę. [Masters Thesis]. Siauliai University; 2011. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092530-17594 ;
 27. Strakovska, Irena. Vienos motinos vaikų, sergančių cerebriniu paralyžiumi, ugdymo ypatumai.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2004~D_20040607_140522-89635 ;
 ► Le travail analyse des enfants ayant la paralysie cerebrale, qui vivent seulemet avec la mere. Le travail devoile le processus d'education d'enfants. Il est prevu,... (more)
 ▼ Le travail analyse des enfants ayant la paralysie cerebrale, qui vivent seulemet avec la mere. Le travail devoile le processus d'education d'enfants. Il est prevu, que la protection et l'education des enfants malades de PC ne doivent pas diminuer leur independance, originalite personnelle, leur aplomb. Advisors/Committee Members: Zuoza, Rolandas (Master’s degree committee member), Žemaitytė, Giedrė (Master’s degree session secretary), Burvytė, Sigita (Master’s degree session secretary), Merfeldaitė, Odeta (Master’s degree session secretary), Žadeikaitė, Loreta (Master’s degree committee member), Barkauskaitė-Lukšienė, Živilė (Master’s degree session secretary), Kvieskienė, Giedrė (Master’s degree committee chair), Bajoriūnas, Zenonas (Master’s thesis supervisor), Bitinas, Bronislovas (Master’s degree committee member), Ustilaitė, Stasė (Master’s thesis reviewer), Indrašienė, Valdonė (Master’s degree committee member).
 Subjects/Keywords: Specialieji poreikiai; integration; indicapacite;
 Strakovska, Irena. (2004). Vienos motinos vaikų, sergančių cerebriniu paralyžiumi, ugdymo ypatumai . (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2004~D_20040607_140522-89635 ;
 Strakovska, Irena. “Vienos motinos vaikų, sergančių cerebriniu paralyžiumi, ugdymo ypatumai.” 2004. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2004~D_20040607_140522-89635 ;.
 Strakovska, Irena. “Vienos motinos vaikų, sergančių cerebriniu paralyžiumi, ugdymo ypatumai.” 2004. Web. 13 Dec 2019.
 Strakovska, Irena. Vienos motinos vaikų, sergančių cerebriniu paralyžiumi, ugdymo ypatumai. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2004. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2004~D_20040607_140522-89635 ;.
 Strakovska, Irena. Vienos motinos vaikų, sergančių cerebriniu paralyžiumi, ugdymo ypatumai. [Masters Thesis]. Vilnius Pedagogical University; 2004. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2004~D_20040607_140522-89635 ;
 28. Klokmanienė, Loreta. Tėvų, auginančių specialiųjų poreikių vaikus, požiūris į integruotą ugdymą bendrojo lavinimo mokykloje.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050607_132916-52761 ;
 ► A graduate Loreta Klokmaniene wrote this final paper under supervision of a docent Dr. Valdone Indrasiene. The subject of the final paper is ,, The... (more)
 ▼ A graduate Loreta Klokmaniene wrote this final paper under supervision of a docent Dr. Valdone Indrasiene. The subject of the final paper is ,, The Attitude of Parents Who Grow up Children with Special Needs towards Integrated Education at Schools of General Education“. The purpose of the paper is to reveal the attitude of parents who grow up children with special needs towards integrated education at schools of general education. The research provides the analysis of scientific literature, discusses conditions and peculiarities of education of children with special needs and ascertains the attitude of parents who grow of those children to integrated education. The analysis of literature showed that the problem of integration of children with special needs to school and social institutions of different levels. After the research it was determined that a lot of problems appear because parents are insufficiently interested in them, because of lack of teachers competence and negative attitude to a child with special needs in school of general education. Advisors/Committee Members: Bieliauskienė, Rita (Master’s degree committee member), Targamadzė, Vilija (Master’s degree committee member), Kvieskienė, Giedrė (Master’s degree committee chair), Indrašienė, Valdonė (Master’s thesis supervisor), Bagdonas, Albinas (Master’s degree committee member), Ilgūnienė, Rita (Master’s degree session secretary).
 Subjects/Keywords: Specialieji poreikiai; Children with special needs; Ypatingieji vaikai
 Klokmanienė, Loreta. (2005). Tėvų, auginančių specialiųjų poreikių vaikus, požiūris į integruotą ugdymą bendrojo lavinimo mokykloje . (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050607_132916-52761 ;
 Klokmanienė, Loreta. “Tėvų, auginančių specialiųjų poreikių vaikus, požiūris į integruotą ugdymą bendrojo lavinimo mokykloje.” 2005. Masters Thesis, Vilnius Pedagogical University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050607_132916-52761 ;.
 Klokmanienė, Loreta. “Tėvų, auginančių specialiųjų poreikių vaikus, požiūris į integruotą ugdymą bendrojo lavinimo mokykloje.” 2005. Web. 13 Dec 2019.
 Klokmanienė, Loreta. Tėvų, auginančių specialiųjų poreikių vaikus, požiūris į integruotą ugdymą bendrojo lavinimo mokykloje. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2005. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050607_132916-52761 ;.
 Klokmanienė, Loreta. Tėvų, auginančių specialiųjų poreikių vaikus, požiūris į integruotą ugdymą bendrojo lavinimo mokykloje. [Masters Thesis]. Vilnius Pedagogical University; 2005. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2005~D_20050607_132916-52761 ;
 29. Jusienė, Sigita. Komandinis darbas ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140609_133251-17357 ;
 Lietuvos integracija į Europos Sąjungą, nuolatinė aplinkos kaita lemia naujus iššūkius švietimo sistemai, o kartu ir pagrindiniams švietimo sistemos dalyviams – pedagogams, nuo kurių pasirengimo... (more)
 Lietuvos integracija į Europos Sąjungą, nuolatinė aplinkos kaita lemia naujus iššūkius švietimo sistemai, o kartu ir pagrindiniams švietimo sistemos dalyviams – pedagogams, nuo kurių pasirengimo dirbti komandoje priklauso jaunosios kartos, turinčios specialiųjų ugdymo(si) poreikių gebėjimai ir ateitis. Darbo tikslas – atskleisti pedagogų ir specialistų, sudarančių gerovės komisiją, komandinio darbo ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje perspektyvas. Darbo uždaviniai: 1) Teoriškai pagrįsti pedagogų komandinio darbo organizavimo ypatumus pagrindinėje mokykloje. 2) Aptarti specialiųjų poreikių vaikų ugdymą komandinio darbo kontekste. 3) Atskleisti pedagogų ir specialistų, sudarančių vaiko gerovės komisiją, požiūrį į komandinį darbą ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje. 4) Įvardinti komandinio darbo organizavimui taikomus komandinio darbo modelius ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje. Baigiamąjį magistro darbą sudaro trys skyriai. Pirmame darbo skyriuje yra nagrinėjami komandinio darbo ugdant specialiųjų poreikių turinčius vaikus pagrindinėje mokykloje teoriniai aspektai, aptariamas specialiųjų poreikių vaikų ugdymas komandinio darbo kontekste. Antroje darbo dalyje parengta komandinio darbo ugdant specialiųjų poreikių turinčius vaikus pagrindinėje mokykloje tyrimo metodika. Trečiame darbo skyriuje, remiantis teorine darbo dalimi ir parengta tyrimo metodologija atliktas komandinio darbo ugdant specialiųjų... [toliau žr. visą tekstą]
 Lithuania 's integration into the European Union, a permanent change in the environment leads to new challenges in the education system , and thus the basic education system - the teachers, from a pre-work as a team depends on the young generation with special education (learning) skills needs and future. The aim - to expose teachers and professionals as well commission teamwork educating special needs students’ in the main school prospects. The tasks: 1 ) In theory, based on teachers' teamwork specific organization of basic school. 2 ) Discuss the education of children with special needs in the context of teamwork. 3 ) Reveal educators and professionals as well commission teamwork attitude educating special needs students’in the basic school. 4 ) Identify the organization applying teamwork models educating special needs students’ in the basic school. The thesis consists of three parts. The first chapter is the issue of teamwork educating children with special needs in the main school of theoretical aspects discussed in the education of children with special needs in the context of teamwork. The second part of the work developed teamwork educating children with special needs in the basic school methodology. The third part, based on the theoretical part of the work and developed the research methodology conducted teamwork educating children with special needs in the main school study of the results obtained suggest that educators and specialists sees a positive outlook , which... [to full text]
 Advisors/Committee Members: Teresevičienė, Margarita (Master’s thesis supervisor).
 Subjects/Keywords: Komandinis darbas; Pagrindinė mokykla; Specialieji ugdymosi poreikiai; Specialiųjų poreikių mokinys; Teamwork; The basic school; Special needs; Special needs student
 Jusienė, Sigita. (2014). Komandinis darbas ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje . (Masters Thesis). Vytautas Magnus University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140609_133251-17357 ;
 Jusienė, Sigita. “Komandinis darbas ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje.” 2014. Masters Thesis, Vytautas Magnus University. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140609_133251-17357 ;.
 Jusienė, Sigita. “Komandinis darbas ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje.” 2014. Web. 13 Dec 2019.
 Jusienė, Sigita. Komandinis darbas ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje. [Internet] [Masters thesis]. Vytautas Magnus University; 2014. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140609_133251-17357 ;.
 Jusienė, Sigita. Komandinis darbas ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje. [Masters Thesis]. Vytautas Magnus University; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140609_133251-17357 ;
 30. Marčiukaitytė, Giedrė. Paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajos su jų socialine aplinka.
 URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140618_134105-86200 ;
 Šiuo metu Lietuvoje ir pasaulyje vykstantys procesai (nedarbas, krizė, emigracija ir kt.) keičia žmonių vertybes. To pasekmė – daugėja mokyklinio amžiaus vaikų, turinčių emocinių ir... (more)
 Šiuo metu Lietuvoje ir pasaulyje vykstantys procesai (nedarbas, krizė, emigracija ir kt.) keičia žmonių vertybes. To pasekmė – daugėja mokyklinio amžiaus vaikų, turinčių emocinių ir elgesio sutrikimų. Be to, Lietuvoje integracijos procesui žengiant į priekį, bendrojo lavinimo mokyklose daugėja mokinių, kurie be bendrųjų poreikių, būdingų visiems mokiniams, turi ir specialiųjų ugdymosi poreikių. Savo darbe paauglių, turinčių specialiųjų ugdymosi poreikių, integruotų į bendrojo lavinimo mokyklas elgesio ir emocijų raiškos sąsajas su socialine aplinka vertinti pasirinkom BASC-2 (vaikų elgesio vertinimo sistema) metodiką. Ši metodika leidžia tirti asmenybes įvairiais aspektais. Paauglius, turinčius specialiųjų ugdymosi poreikių, integruotus į bendrojo lavinimo mokyklas vertino patys paaugliai, tėvai bei mokytojai. Taip galėjome gauti išsamesnį individualų vaizdą apie tiriamuosius. Ši metodika leidžia identifikuoti sutrikimą elgesio ir emocijų srityje. Ši vertinimo sistema suteikia pagrindą ugdymo ir sutrikimų šalinimo programai plėtoti. Darbo objektas – paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajos su socialine aplinka. Tyrimo tikslas – ištirti paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajas su jų socialine aplinka. Tyrimo uždaviniai: 1. Nustatyti paauglių, integruotų į bendrojo lavinimo mokyklas, specialiųjų ugdymosi poreikių pobūdį amžiaus aspektu. 2. Išanalizuoti ir palyginti paauglių, integruotų į... [toliau žr. visą tekstą]
 Nowadays processes occurring in the world as well as Lithuania (unemployment, crises, emigration) influence people’s values, as a result, the number of teenagers having emotional and behavioral problems is increasing. Apart from this, due to integration progress in Lithuania the number of teenagers who besides general needs typical of all students have special educational needs as well is increasing in secondary schools. In my project in order to evaluate the behavioral and emotional links with social environment of teenagers, with special educational needs, who have been integrated into secondary schools BASC – 2 methods has been chosen (Behavior Assessment System for Children, Second Edition). This method enables to test a personality at different aspects. Teenagers with special educational needs who have been integrated into secondary schools were assessed by teenagers themselves, parents and teachers. This method allows to identify a problem in behavioral and emotional field. This evaluation system provides with a bases for both development of educational program and removal of the problem itself. The object – identification of behavioral and emotional links with social environment of teenagers having special educational needs. Aim of research – to explore behavioral and emotional links of teenagers, with special educational needs, self - actualization with social their environment. Objectives: 1. To set types of special educational needs of teenagers who have been... [to full text]
 Advisors/Committee Members: Mockevičienė, Daiva (Master’s degree committee chair), Packevičiūtė, Aušrinė (Master’s degree session secretary), Adomaitienė, Rūta (Master’s degree committee member), Ostasevičienė, Vida (Master’s degree committee member), Skučas, Kęstutis (Master’s degree committee member), Rėklaitienė, Diana (Master’s degree committee member), Požėrienė, Jūratė (Master’s degree committee member), Ostasevičienė, Vida (Master’s thesis supervisor).
 Subjects/Keywords: Specialieji ugdymosi poreikiai; Elgesys ir emocijos; Socialinė aplinka; Special educational needs; Behavior and emotions; Social environment
 Marčiukaitytė, Giedrė. (2014). Paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajos su jų socialine aplinka . (Masters Thesis). Lithuanian Academy of Physical Education. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140618_134105-86200 ;
 Marčiukaitytė, Giedrė. “Paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajos su jų socialine aplinka.” 2014. Masters Thesis, Lithuanian Academy of Physical Education. Accessed December 13, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140618_134105-86200 ;.
 Marčiukaitytė, Giedrė. “Paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajos su jų socialine aplinka.” 2014. Web. 13 Dec 2019.
 Marčiukaitytė, Giedrė. Paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajos su jų socialine aplinka. [Internet] [Masters thesis]. Lithuanian Academy of Physical Education; 2014. [cited 2019 Dec 13]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140618_134105-86200 ;.
 Marčiukaitytė, Giedrė. Paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajos su jų socialine aplinka. [Masters Thesis]. Lithuanian Academy of Physical Education; 2014. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2014~D_20140618_134105-86200 ;