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2001, vol. 50, br. 5, str. 604-617
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Obrazovanje u Americi posmatrano kroz prizmu specijalnog obrazovanja - nesposobnost za učenje i emocionalna nestabilnost dece
Education in USA from a special education point of view: Learning disability and emotional instability of children
Institut za pedagoška istraživanja, Beograd, Srbija
Sažetak
U radu se razmatraju problemi nesposobnosti za učenje i emocionalne nestabilnosti, kao kategorija obuhvaćenih specijalnim obrazovanjem u SAD. Nesposobnost za učenje, proporcionalno najbrojnija kategorija u specijalnom obrazovanju u SAD, definisana je problemima procesiranja informacija i disproporcijom između opšte inteligencije i postignuća u osnovnim školskim veštinama. Emocionalno nestabilna deca se kvalifikuju za specijalno obrazovanje kada se u procesu evaluacije pokaže da emocionalna nestabilnost deteta i nesposobnost samokontrole značajno utiču na školski uspeh. Autor objašnjava način kvalifikovanja dece za ove kategorije, kriterijume na osnovu kojih se vrši kategorizacija, postupak dijagnostifikovanja stručnjake koji u tome učestvuju, ulogu roditelja itd. Takođe, opisan je individualizovan plan obrazovanja učenika u specijalnom obrazovanju, kao i oblici tretmana koji se primenjuju. Ukazuje se na kritički osvrt na nove teorijske i praktične diskusije i dileme u ovoj oblasti, kao što su testiranje učenika kao oblik evaluacije (posebno među pripadnicima različitih socio-kulturnih grupa), definicije kategorija u specijalnom obrazovanju, vrsta rada sa ovim učenicima, mogućnosti prevencije, merenje progresa i vraćanje u redovno obrazovanje ili nastavljanje u specijalnom obrazovanju.
Abstract
The problems of learning disabilities and emotional instability among students included in special education in the USA are dealt with in this paper. Proportionally the largest number of students belongs to the learning disabilities category, defined by problems connected with information processing, and a disproportion between general intelligence and attainments in basic scholastic skills. Emotionally unstable children become qualified for special education when, in the process of evaluation, it shows that emotional instability and a lack of self-control affect detrimentally the child's scholastic achievements. The author describes the qualification procedures, the criteria for categorization, the diagnostic procedure expert requirements, the role of parents, etc. Further on, an individualized educational plan for students in special education is elaborated, as well as the applied forms of treatment. A critical glance is cast at some recent theoretical and practical discussions and dilemmas in this field, such as testing as the form of evaluation of students (especially in the case of members of different socio-cultural groups), the definition of categories in special education, the form of work with such students, prevention possibilities, evaluation of progress and immersion in regular, or continuation of special education.
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