0000000000142412
AUTHOR
Dita Nīmante
The University Administrative Staff Perception of Inclusion in Higher Education
This study investigates university administrative staff perception of inclusion in higher education at the university level. The study uses the University of Latvia as a case to answer the following research questions: What constitutes inclusion in university education, how accessibility is provided? What are the support systems provided for diverse students? What support and training are provided to administrative and academic staff to ensure that the educational needs of diverse student bodies are met? The methodology employed is exploratory and descriptive, and uses the interview method and semi-structured questionnaire. The sample is made of seven administrative staff members representi…
EDUCATIONAL TREATMENT FOR SOCIAL ANXIETY IN ADULTS
The Article reflects the methodology and content, as well as the results of development of transformative learning program of pedagogical intervention during equine assisted, experience-based learning process for reduction of adults’ social anxiety. The theoretical grounds of the developed program is based upon the analysis of research on used methods of social anxiety in psychotherapy, its efficiency in solving of problems caused by social anxiety, analysis of methods of transformative learning theory and animal-assisted intervention, theoretical study of symptoms of social anxiety and the empirical study of learning needs of adults with disorders caused by social anxiety for reduction of …
Development of Learning Needs - Grounded Pedagogical Intervention Program for Adults with Social Anxiety Disorders
The cognitive behavior therapy is one of the most widely used and is considered as the most effective method of treating social anxiety. However there are some researches drawing attention to the necessity to create new, effective methods of intervention for solving of problems caused by social anxiety. For the present moment there are made various researches concerning the different aspects of the disorders caused by the social anxiety within the fields of psychology and psychosomatic medicine, but there are almost no researches within the context of social anxiety in the field of pedagogy. Therefore there is lack of pedagogical solutions for the support of people having the disorders caus…
Bērnu ar speciālām un īpašām vajadzībām iekļaujošās izglītības vēsturiskā attīstība
Elektroniskā versija nesatur pielikumus
INFLUENCE OF THE PROJECT “QUALITATIVE INCLUSIVE EDUCATION FOR SPECIAL NEEDS CHILDREN” ON THE DEVELOPMENT OF INCLUSIVE EDUCATION IN THE PROJECT SCHOOLS
The study „Evaluation of the project influence on the development of inclusive education in project schools” was implemented from 2009 till 2011 in the project “Qualitative inclusive education for special needs children” (Education initiative centre, State Education content centre, Soros Foundation Latvia, more information in: http://www.iic.lv) with the aim to find out whether the project results brought changes in defined inclusive education indicators. The article analyzes how the cooperation of school’s pedagogues in promoting inclusive education in general comprehensive school has improved as a result of the project.
PROJECT AS AN INNOVATIVE SOLUTION FOR CHANGES IN HIGHER EDUCATION
<p>The article analyzes project as a method of innovative solution in higher education which may result in introducing gradual changes in the institutions of higher education. There is a universal opinion that universities are conservative institutions where changes are slow or they are not at all. Nowadays the emphasis of action changes and higher education institutions (hereafter in the text HEI) look for cooperation possibilities with the employers and the possible applicants; they try to get closer to the society by participating in social and economic changes that take place in the society and participate in developing the education policy and decision making. Implementation of p…
BYSTANDERS IN THE SCHOOL VIOLENCE SITUATIONS FROM THE PUPIL PERSPECTIVE
Bullying rarely takes place between two individuals in isolation, usually, it occurs with pupil’s bystanders present. How often pupils take the role of bystander, what bystanders usually do in the bullying situation and how it can be explained was examined with 5003 pupils attending 55 Latvia’s schools. Responses indicated that more than a third (n=1913) of all respondents admitted that they had been in a situation where they witnessed another pupil being bullied. After analyzing the responses of those respondents, was concluded that although the majority of pupils felt bad about it, most did nothing about it or did not consider the situation important for involvement. This could be explain…