Sfidat e mësimdhënies dhe problematikat e saj në klasat gjithëpërfshirëse
DOI:
https://doi.org/10.55312/op.v14i2.4750Abstract
Qëllimi i këtij punimi është të shqyrtojë problematikat e mësimdhënies në klasat ku janë të përfshirë edhe nxënësit me nevoja të veçanta. Ky punim, do të evidentojë sfidat dhe problematikat që paraqet sot mësimdhënia shqiptare në klasat gjithëpërfshirëse. Gjithashtu do të sqarohet në lidhje me mundësitë për një mësimdhënie të përshtatur për nevojat dhe aftësitë që kanë nxënësit për të nxënë, pavarësisht kushteve dhe gjendjes që ata kanë.Keywords:
klasë gjithëpërfshirëse,, përshtatje e mësimdhënies,, mësues mbështetës/specialist,, PEIDownloads
References
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- Derrington, L.M., Angelle, S.P. (2013). Teacher Leadership and Collective efficacy: Connections and Links. International Journal of Teacher Leadership. Vol.4, No.1. ISSN;1934-9726
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- Dibapile, S. (2013). Teachers’Self Efficacy: Is Reporting Non-Significant Results Essential? The Clute Institute International Academic Conference. Paris.France. pp 892-900.
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References
- Avramidis, E. (2005). Developing inclusive schools: Changing teachers’ attitudes and practices through critical professional development. Inclusive and Supportive Education Congress, International Special Education Conference, Inclusion: Celebrating Diversity?
- Agbenyega, J. (2007). Examinining Teachers’ concerns and attitudes to inclusive education in Chana. International Journal of Ëholeschooling. Vol. 3, No. 1, pp 41-56.
- Bagleri, S. & Shapiro, A. (2012). Disability studies and the Inclusive Classroom Critical Practices for Greating Least Restrictive Attitudes. ISBN: 978-0-415-99372-2, ISBN: 978-0-203-83739-9.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral chage. In Psychology Revieë, Vol. 84, No. 2, pp. 191-215.
- Bandura, A. & Adams, N.E. (1977). Analysis of Self-Efficacy Theory of Behavioral Change. Cognitive Therapy and Research, Vol. 1, No. 4, pp 287-295.
- Bandura, A. & Adams, N.E. (1977). Analysis of Self-Efficacy Theory of Behavioral Change. Cognitive Therapy and Research, Vol. 1, No. 4, pp 296-310.
- Bandura, A. (1989). Sicial cognitive theory. In R.Vasta (Ed.), Annalis of child development. Six theories of child development. Vol.6, pp. 1-60. Greenëich, CT: JAI Press.
- Bandura, A. (1999). Social cognitive theory: An agentic perspektive. Asian Journal of Social Psychology. Vol.2, pp 21-41.
- Ballhysa, N. (2010). “Zbatimi në praktikë i arsimit të fëmijëve me aftësi të kufizuara në shkollat e zakonshme”. Revista Pedagogjike.
- Behrmann, M. (2014). Assistive Technology for Young Children in Special Education: It Makes a Difference, Alexandria, Virginia: Association for Supervision and Curriculum Development. Copyright 1998 ASCD.
- Caprara, V. G., Barbaranelli, C., Steca, P. & Malone, S. P. (2006). Teachers’ self-efficacy beliefs as determinants of jobsatisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology. Vol.44, pp 473-490.
- Castellani, J. & Jeffs, T. (2001). Emerging Reading and Writing Strategies Using Technology. Teaching Exceptional.Children, Vol. 33, No. 5, pp 60-67.
- Cheung, H. Y. (2008). Teacher efficacy: A comparative study of Hong Kong and Shangai Primary in-sevice teacher. The Australian Educational Reseacher, 35(1), pp. 103-123.
- Chopra, R. (2008). “Factor influencing Elementary School Tachers’ Attitude Towards Inclusive Education. Paper present at British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh. Edinburgh. Retrieved September 3-6 September.
- Das, A. K., Kuyini, A. B. & Desai, I. P. (2013). Inclusive Education in India: Are the teachers prepared? International Journal of Special Education. Vol. 28, No. 1, pp 27-36.
- Derrington, L.M., Angelle, S.P. (2013). Teacher Leadership and Collective efficacy: Connections and Links. International Journal of Teacher Leadership. Vol.4, No.1. ISSN;1934-9726
- Dibapile, S. (2013). Teachers’Self Efficacy: Is Reporting Non-Significant Results Essential? The Clute Institute International Academic Conference. Paris.France. pp 892-900.
- Fan, W & Williams, M.C. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educatinal Psychology, Vol. 30, No. 1, pp 53-74.
- Rizvi, M., & Elliot, B. (2005). Tacher’s perceptions of their professionalism in government primary schools in Karachi Pacistan. 33(1),
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