Timely integrated assistance to children with special needs – crucial factor for their successful education/ learning and positive socialization

Straipsnyje nagrinėjamos ikimokyklinio ir priešmokyklinio amžiaus vaiko, turinčio specialiųjų poreikių, pozityviosios socializacijos galimybės. Literatūros šaltinių, Lietuvos švietimo dokumentų ir statistinių bei tyrimo duomenų analizė įtaigiai parodo, kad siekiant pagerinti šių vaikų pozityviąją socializaciją būtina pagal galimybes atstatyti sutrikusias, pažeistas socializacijos priemones – kognityvines ir psichosocialines funkcijas – ir užtikrinti jų optimalią plėtrą, taip pat išmokyti šiuos vaikus pasinaudoti stipriosiomis savo psichikos savybėmis. Šiuo metu Lietuvos ikimokyklinio ir priešmokyklinio ugdymo grupėse kompleksinės specialiosios pagalbos specialistų pagal LR švietimo ir mokslo ministerijos patvirtintus normatyvus trūksta, todėl specialiųjų poreikių turintiems vaikams neužtikrinama specialioji kompleksinė pagalba ir sutrinka normalūs pozityviosios socializacijos procesaiR. Giedrienė’s article “Timely Integrated Assistance to Childrenwith Special Needs – Crucial Factor for Their Successful Education/Learning and Positive Socialization” is based on the analysis of literary data and empirical researches analysing opportunities of successful learning and positive socialization of preschool children with special needs. To this end, the following is described: – Positive socialization mechanisms of children with special needs. – Concept of timely integrated assistance to children with special needs. – Focus on sensitive period limits of cognitive and social functions during maturation. – Correlation between the quality of developing cognitive functions and prospective academic achievements at school. – Empirical research results showed that some cognitive skills of children with or without developmental disorders in preschool groups influence their success of learning and social skills. It was determined that 27–35 % of children have undeveloped skills to distinguish native language sounds aurally, poor general linguistic capacity (poor vocabulary, inability to learn grammar patterns, poor skills of coherent language), 10–12 % had the lack of visual and spatial perception. The lack of these cognitive processes anticipates prospective learning disorders: dysgraphia, dyslexia, dyscalculia, which also affects child’s socialization processes. Also, it introduces changes of the Lithuanian education system over the last years, which lead to a drastic shrinkage of special integrated assistance for pre-schoolers. [...]Vytauto Didžiojo universitetasŠvietimo akademij