Experience of Implementation of the Integrated Assistance Model in Providing Assistance to the Child

Valdonė Indrašienė, Violeta Jegelevičienė, Odeta Merfeldaitė, Asta Railienė

Abstract


The article analyses the pedagogues’ experience in applying the model of integrated assistance to the child in school. The research involved 15 teachers responsible for coordination of the assistance to a specific child; the teachers represented three Lithuanian schools which have implemented the developed model. The pedagogues, as case coordinators, recorded the experience of implementation of the integrated assistance model in schools in their reflections. They’ve written down the reflections once per week in the form of a semi-structural electronic pedagogical diary. According to the analysis of the research data, in applying the integrated assistance model one of the major changes is the change in the learning motivation. The changes in learning motivation are related to changes in pupils’ learning outcomes, their involvement in the learning process, and school attendance. Pursuant to the research, self-esteem building is especially important for personality changes in children, and this ensured the increase of self-confidence. Improved relations between the child and his/her family and between the teachers and pupils were noticed in the relationship with the others. It is to be assumed that coordination of common actions of children, parents, teachers and other concerned assistance institutions had impact on the occurrence of these changes, as well as individualization of the assistance and anticipation of personal responsibility for a specific case management.

Keywords: pupil, school, teacher, integrated assistance, individualization of assistance.

DOI: http://dx.doi.org/10.15823/p.2018.10


Full Text:

PDF (Lietuvių)