Open AccessTeaching methodology in students with special educational needs during their transition to secondary education
Author(s) -
Nikos Panopoulos,
Ibukun Oluwadara Famakin
Publication year - 2021
Publication title -
journal of educational research and review
Language(s) - English
Resource type - Journals
ISSN - 2384-7301
DOI - 10.33495/jerr_v9i6.21.122
Subject(s) - context (archaeology) , reading (process) , transition (genetics) , intervention (counseling) , psychology , special education , mathematics education , special needs , pedagogy , teaching method , medical education , action research , qualitative research , structuring , medicine , sociology , paleontology , social science , biochemistry , chemistry , psychiatry , biology , political science , law , gene , finance , economics
The gap between the skills of students with special educational needs (SEN) and learning requirements is widening as they move from primary to secondary education. The purpose of this research is to implement and evaluate the pedagogical tool "Targeted, Individual, Structured, and Integrated Program for Students with Special Educational Needs" (TISIPfSENs), through which a special teaching methodology is proposed for the reading support of students with SEN. The methodology applied was mixed and lasted 5 years in 5 general Greek secondary schools. The study sample consisted of students with neurodevelopmental disorders (N = 10) and adults (N = 130) who encountered them learning, therapeutically, and socially. The qualitative data were collected in the context of the action research with the utilization of observation and intervention tools, while the quantitative data were collected from an unbalanced questionnaire. The results showed that "TISIPfSENs" supports students with neurodevelopmental disorders in reading skills during their transition to secondary education. The findings showed that students can actively participate in the general learning process, provided that the intervention is governed by certain principles, such as individualization of teaching, structuring of teaching methodology in certain phases, informal pedagogical assessment, and differentiation activities for the cultivation of neurodevelopmental areas.Keywords: School transition, TISIPfSENs, neurodevelopmental disorders, reading skills, secondary schoolteaching methodology