Attestation committee
Accreditation committee
Expert committee
Dispositions, instructions
Normative acts
Nomenclature
Institutions
Scientific councils
Seminars
Theses
Scientific advisers
Scientists
Doctoral students
Postdoctoral students
CNAA logo

 română | русский | english


Modele pedagogice de integrare în comunitate a copiilor cu cerinţe educative speciale


Author: Nedal M. R. Kawafhh
Degree:doctor of pedagogics
Speciality: 13.00.03 - Special Pedagogics
Year:2005
Scientific adviser: Nicolae Bucun
doctor habilitat, professor, Institute of Education Sciences
Scientific consultant: Valentina Stratan
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"
Scientific council: DH 30-13.00.01
Moldova State University

Status

The thesis was presented on the 28 December, 2004
Approved by NCAA on the 24 February, 2005

Abstract

Adobe PDF document0.25 Mb / in romanian

Summary

The research is devoted to the study of specific features of integration of children with special educational needs.

In the present work there are treated the stages of integration, the state of things concerning this activity in our republic, the mechanism of normative – legislative security.

There are determined psycho-pedagogical peculiarities of the children educated in special institutions, which reflect their activity in the efficient modification of behavioral sphere and of the personality in general. There is worked out a complex program for organizing and accelerating the process of integration of this category of children. There are proposed various models of increasing the efficiency of the integration process. The most perspective there turned out to be such conditions as the retraining and specialization of the teachers in the field of school and social integration, the development of educational system in centers of family type, the organization of youth centers at the place of living for all categories of children. There is proposed a strategy for the development of school and social integration of the children with special educational needs.