THE PROVISION OF SUPPORT IN STUDENTS WITH SPECIAL NEEDS: TEACHER REFLECTION ON THEIR PRACTICE

Latvia is currently moving towards a competency-based approach to the curriculum, with the resultant need to update teacher professional competencies. A survey conducted by the project School 2030 in the second half of 2018 highlights the need for more personalised support to teaching/learning for each and every student. The teacher's capacity, therefore, to plan, prepare and lead the learning process is important.The question then arises: how to best support learning and effectively increase achievement for those learners with special needs. For the realisation of an inclusive approach to education, the teacher needs knowledge and understanding of the diverse needs of students, which need to be considered as part of the educational process.The aim of the study: to provide insight into diverse effective approaches to the education of students with special needs in inclusive settings.The research methods selected reflect the purpose of the study: analysis of regulatory documents, analysis of the scientific literature and teacher reflection on their practice.The main conclusion is that the provision of day-to-day support by competent teachers, as well as support at the educational institution level, results in students with special needs participating, being engaged, collaborating and achieving equally with the peers.This can only be achieved through the purposeful investment of hard and persistent work, utilising flexible learning opportunities and collaboration

SCIENTIFIC REPORT OF THE IMPLEMENTATION OF THE NATIONAL RESEARCH PROGRAM “INNOVATIVE SOLUTIONS FOR SOCIAL TELEREHABILITATION IN THE SCHOOLS OF LATVIA IN THE CONTEXT OF INCLUSIVE EDUCATION”

The main goal of the National Research Program INOSOCTEREHI (Innovative solutions for social telerehabilitation in the schools of Latvia in the context of inclusive education) is related to the research on the issues and problems that are important to our society, as well as it is closely related with the goal of Rezekne Academy of Technologies Research Institute for Regional Studies: to promote interdisciplinarity and innovation transfer in spheres of socialization, re- socialization, human security (including people with special needs).The research is particularly relevant in connection to the NDP (National Development Plan) and Education Development Guidelines and the educational content reform implemented by the Ministry of Education and Science (MoES) in general and inclusive education ensuring the introduction of the competence based approach by implementing Specific Goals of Support (SGS) with the help of EU Structural Funds. The practical importance of the outputs is especially high as the findings of the research are being used by being involved in the work of the cooperation partner – the ESF project “The Competencies Based Approach in the Content of Education (Activity 8.3.1.) – as project cooperation partners and as individuals. Therefore the outputs of the NRP INOSOCTEREHI enable the development of the support system for the implementation of the innovations according to the specific needs  of the target groups (teachers, learners, etc.)

EDUCATIONAL AND PEDAGOGICAL PARADIGM SHIFT IN THEORY AND PRACTICE

The Program “Educational and pedagogical paradigm shift in theory and practice” is implemented in Applied Research Implementation of Transformative Digital Learning in the Doctoral Study Program “Pedagogy” in Latvia (DocTDLL). This program is developed in cooperation with University of Ontario, Institute of Technology, Canada (EILAB) which is appropriate for implementation in higher education of Latvia and help to develop theoretical basis and practices of tertiary pedagogy. Transformative Digital Learning (TDL) transforms higher educational practices from: authoritarian instruction to democratized learning, individualistic learning to socially distributed and tool-mediated, knowledge building, a mechanism of the status quo to a catalyst for social progress, offer a truly novel approach to the theory of teaching and education, introduce new methodology and practical techniques to learners of all ages. The discourse changes concepts of education because technologies change the learner, ‘what how’ of this process, democratizes learning, communication, cooperation, interpersonal relationships and emphasizes the presence of moral values in education (Mykhailenko, Blayone, Žogla Ļubkina, 2019); Žogla, Prudņikova Mykhailenko,2019;  Žogla, Ušča, Kijaško,2019).The purpose of the article is to analyse main results of approbation for the Program “Educational and pedagogical paradigm shift in theory and practice” for further investigation by the above mentioned project

THE DEVELOPMENT OF SCIENTIFIC, ACADEMIC AND PRACTICAL CAPACITY OF RESEARCHERS AND EDUCATORS IN THE FIELD OF TRANSFORMATIVE DIGITAL LEARNING

Transformative Digital Learning (TDL) is a progressive form of fully online, problem-based, constructivist learning, developed by research associates of the Educational Informatics Lab (EILAB), University of Ontario Institute of Technology, Canada. TDL transforms higher educational practices from: authoritarian instruction to democratized learning, individualistic learning to socially distributed and tool-mediated, knowledge building, a mechanism of the status quo to a catalyst for social progress, offer a truly novel approach to the theory of teaching and education, introduce new methodology and practical techniques to learners of all ages. Moving from lecture- and book-based, classroom learning to TDL proved to be a significant adjustment requiring a good level of participant readiness. The main aim of the project “Implementation of Transformative Digital Learning in Doctoral Program of Pedagogical Science in Latvia” is to create new pedagogical knowledge and technological know-how in the field of transformative digital learning (TDL) in higher education in Latvia based on Canadian experience and to ensure transfer of knowledge and skills in the further development of the doctoral study program "Pedagogy", as well as the development of scientific, academic and practical capacity of researchers and educators.The specific objectives of the research meet the main challenges and priorities of the project, originality and novelty in the field of research:Implementation of interdisciplinary research, capacity building and the creation of a new knowledge base by studying the situation and transferring innovation to implement TDL in doctoral studies;Development of new prototypes: e-platform, innovative methodologies (approaches, methods, techniques) for completing experiments, approbation, implementation and provision of new services in the context of higher education, which will provide world-wide recognized knowledge transfer in the development of innovative and advanced didactic materials which meet the most topical priorities of the Smart Specialization Strategy set out in Latvia:Productive innovation system; modern ICT; Modern education; Knowledge base; Information and Communication Technologies for Education and Economics

DIGITAL SKILLS FOR EDUCATORS AND PARENTS IN THE CONTEXT OF HIGH - QUALITY EDUCATION

The purpose of the research is to identify commonalities and possible differences in the assessment of educators’ and parents’ attitudes towards digital technologies, reasons for their usage, and identify motivation to improve their digital skills. The study is built on research activities and there are used both theoretical and empirical methods. Quantitative methods in the form of questionnaires are used during the study. The researcher is more important to identify precedents and learn about the character of educators’ and parents’ attitudes. Dinamic environment for teaching should be supported by positive attitude to tehnologies. The statistical programme used for the analyses and presentation of data in this research is the Statistical Package for the Social Sciences (SPSS). In conclusion: the results from this study will be used to support interesting directions for future research in the context of higt –quility education.

WHY USE PRACTICAL TASKS AND LEARNING EXPERIENCES

A review of current and past theories of cognitive development focusing on the role of experiential learning is linked to implications for practice as well as to current Latvian policies and national directions. As can be seen, learning through practice is made up of several phases of experiences which impact on the student’s with disabilities motivation, skills and attitudes which lead to new learning. As well the subject, Home Economics and its Technologies is used as an example of an experiential learning structure which utilises previous experiences to enhance current and future learnin

PROVISION OF THE DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF TEACHERS IN INCLUSIVE EDUCATION

Many educational researchers explain and appreciate the special importance of improving the professional competence of teachers in this era of change in Latvia when the Ministry of Education and Science has envisaged one of the most comprehensive reforms by implementing competency based education. Inclusive education implies that teachers have to master appropriate general skills which will help them to grasp topicalities, to be the leaders of changes and to adequately innovate the learning process where all different needs of learners are met by increasing participation opportunities of each and everybody in learning, culture and different communities and by reducing exclusion within and from educational process. The aim of the study was to clarify the point of view of teachers about the quality of content of the provided professional development. The set of questionnaires was developed by teachers of general education institution where learners with special needs were included. The survey studied the motivation of teachers to participate in professional development courses/seminars/projects; the opinion of respondents about the organization, form and content of continuing professional development in line with their needs. Conclusions: The development of professional competence of teachers in Latvia on national level is implemented according to the pedagogical needs modelling method which supports autonomy and which is self-guided by free self-education initiative of teachers. The survey is based on the fact that teachers lack knowledge and skills to appropriately assess and formulate their continuous professional development needs

PRESCHOOL AND SCHOOL SUCCESSION IN CHILDREN WITH VISUAL IMPAIRMENTPREPARATORY SCHOOL

Children with visual impairments are target group that the educational content and education process organization requires special environmental adaptation. Children with visual impairments preparation of primary education school acquisition and subsequent inclusion in the school environment is pre-school and primary task of succession. One of the topical questions is the teachers' knowledge of children's developmental regularities, visual disturbance impacts to the learning opportunities that ensure pre-school and school succession. Preparatory school process depends on many factors that affect a child's development and learning ability. One of the most important conditions is all preparation of school participants involved collaboration. This article analyzes the visually impaired children preparing for school evaluation as a pre-school and primary succession basi

TEACHERS’ AND PARENTS’ COOPERATION ROLE WITHIN PROVISION OF PEDAGOGICAL PROCESS AT SPECIAL EDUCATION

In the article, the cooperation topicality is justified as well as teachers’ and parents’ of pupils with moderate and severe intellectual disabilities cooperation role within pedagogic process. The authors of the article define the approach in the base of which there is teachers’ and pupils parents’ cooperation in development of individual education programs. Thanks to which the abilities of the pupils of for pupils with moderate and severe intellectual disabilities are discovered and used as well as the need of these pupils to learn to act themselves is promoted . In the result of the empiric research, it is established that, in the evaluation of all the respondents, the indices over the research have changed with positive dynamics. This certifies that the society influences positively the pupils activities who are involved into the research

THE IMPACT OF THE EDUCATION ESTABLISHMENT LEADER MANAGEMENT STYLE ON THE REACHING GOALS OF THE EDUCATION INSTITUTION

The purpose of the research is to investigate the management style of education establishment and its role in attaining education goals. Both theoretical and empirical research methods were used in this study. The study is based on research activities. During the study, questionnaire and test methods were applied. Questionnaire “The required knowledge, skills and personal qualities for the head of the education establishment” (Skaistkalne-Virka, 2004) in this study shows what kind of knowledge, skills and personal qualities are needed for the head of the educational establishment to possess in order to achieve the goals. Test “The head of education establishment, orientation to task or relationship with people” (Pfeiffer Jones, 1974) as an instrument has been used to explain the head of education establishment, orientation to task or relationship with people. The test revealed the type of orientation for each of educational establishment. In conclusion: that head of educational establishment, who is orientated towards the relationship with people, has democratic management style, but who is task-orientated possesses authoritative management style