PEDAGOGICAL PREREQUISITES FOR SUPPORTING STUDENTS WITH LEARNING DIFFICULTIES IN INCLUSIVE EDUCATION

Authors

  • Pāvels Jurs Liepaja University Institute of Educational Science
  • Maija Ročāne Liepaja University Faculty of Pedagogy and Social Work
  • Liene Ekša Liepaja University

DOI:

https://doi.org/10.17770/sie2023vol2.7158

Keywords:

inclusive education, learning difficulties, student, support measures, teacher

Abstract

Responsibility for the inclusion of students with different learning needs in society should be shared equally by all: teachers, parents, education policy makers, local and national authorities, etc. It is not and should not be the sole responsibility of the educational institution, teachers and professionals of the support team. Inclusive education is an integral component of education policy, while a system of support measures is a key condition for inclusive education. Any student with learning difficulties must receive appropriate support measures in order to be able to learn in mainstream education. It is essential that student`s learning difficulties are identified as early as it is possible, so that individualised and professional support is provided on time. The humanistic pedagogical framework of the chosen teaching and learning strategy is important. Such approach consists of the varied, targeted and professional application of pedagogical approaches and methods appropriate to each student. This is an essential prerequisite for the successful implementation of inclusive education. Using theoretical research methods - analysis of literature and normative acts, as well as empirical research methods - survey, statistical analysis of results and visualisation of data, the aim of the article is to identify existing challenges and develop proposals for successful implementation of inclusive education in comprehensive educational institutions for students with learning difficulties. As a result of the study, the authors developed a number of recommendations for local authorities as school founders, school administrators, teachers and support team professionals in order to help the implementation of inclusive education at schools more effectively. The results of the study confirm the lack of resources for meaningful and effective implementation of inclusive education in educational institutions, as well as reflect the support measures applied by educational institutions for pupils with learning difficulties, identifying influencing factors in the implementation of inclusive education.

 

Author Biographies

  • Pāvels Jurs, Liepaja University Institute of Educational Science
    PAVELS JURS was born in Liepaja, Latvia and went to the Liepaja University where he studied pedagogy. In 2016 he defended the doctoral thesis in pedagogy, in sub-sector school pedagogy: „The promotion of youth civic engagement in the pedagogical process”. Now he is as professor at the Liepaja University, and senior researcher at the Institute of Educational Sciences of Liepaja University. Also, he work as a principal at the Liepaja Secondary school Nr. 7. Scientific interest is characterized by keywords such as: civic competence, civic education, civic engagement, civic society, culturology and history. E-mail address is: pavels.jurs@liepu.lvProfessor of Liepaja University
  • Maija Ročāne, Liepaja University Faculty of Pedagogy and Social Work
    Asoc. professor of Liepaja University
  • Liene Ekša, Liepaja University
    Student of Liepaja University

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Published

2023-07-03