Timetable > 20.11.2020 > Socialne in čustvene potrebe nadarjenih in talentiranih

Parallel sessions III.

Socialne in čustvene potrebe nadarjenih in talentiranih
Slovene

Fri 20.11.2020 12:00-14:30
Lecture hall: Room G
Chair: Marija Marenk
  • Did I understand you correctly?
    Paper
    Practice
    Slovene
    Presenter(s): Marija Marenk
    In this paper I would like to introduce you to the area of emotions that I have encountered to a great extent in the study and work of family system therapy, the knowledge that I transfer to everyday life, both at work and at home. Emotions play an important role in our lives and life we think about them on a daily basis. We often unconsciously form a series of subjective explanations and conceptions of emotional processes. Although these interpretations are often wrong, we are always ready to look for new justifications to confirm our beliefs. Emotions are linked to the reputation of being childish, irrational, destructive, and tied primarily to the physical realm. On the other hand, more and more experts from various scientific disciplines are paying a lot of attention to the research of emotions, but there are not many real theories of emotions.
    The theme of emotions has touched me deeply through my own experience. Despite the belief that "everything is completely clear" to me in the field of emotions, I once again turned my attention to recognizing, perceiving and expressing emotions. The mistaken belief that over the years you are getting wiser and more rational and less emotional has led me to be surprised that this is not really the case. In all the transitions of the family life cycle, emotions intensify, which I have known theoretically for a long time. I have found that this is exactly what is happening to me in this intense period of beautiful and challenging changes of my own family.
    Almost in parallel, in my work, I became even more aware of the emotions that children, parents a as well as teachers bring with them to our meetings. I also occasionally started using photography as a very useful tool with various family therapy techniques (circular questions, framing, externalization ,…). This, in turn, opened up the possibility of changes in the system much more than before. The photos stimulated memories, brought emotions, but also offered enough distance so that the painful and difficult topics could open up in the system.
  • Do we pay enough attention to the students' responses while discussing family topics in class?
    Paper
    Scientific
    Slovene
    Presenter(s): Tanja Pavlič
    When we talk about the diversity of the children in the classroom we have to highlight the topic of diversity of the families the student come from. Families change; life processes and paths of each individual are unique and lead to the formation of many forms and sizes of families we know today. Children tend to react differently to these changes. In schools all students should be able to have the possibility to be accepted, to participate in the teaching process and to be taught, regardless of the type of family they come from. School can be either a safe and accepting environment for the student, or a place where the student does not feel well. We wanted to know what kind of responses did the teachers notice in students while discussing family topics in class and in students' behaviour regarding their relationship with a particular student who is coming from a unconventional family. It is in our interest that the teachers would react to the students in a way that the students would feel accepted, safe and heard. Teachers have to look for different approaches when it comes to discussing family topics in class. They need to be flexible; they need to be able to set up a relaxed atmosphere and build a mutual trust between them and the students in the class.
  • Teaching social skills to children with autism
    Paper
    Practice
    Slovene
    Presenter(s): Anja Božič Grgič
    Persons with autism encounter difficulties in social interactions. Learning about handwashing, making eye contact, being interested in playing with other children, recognizing and understanding your own emotions and the emotions of others, and expressing desires and needs in an acceptable way are just some of the areas where a person with autism could face problems. Learning social skills can be stressful for these persons, so they often resist. Teachers must, therefore, use methods and techniques that prompt children to acquire social knowledges and become motivated to use the knowledge outside the school environment. In the article, I list some strategies with positive effects: visual support, structure, role play, worksheets, rewarding desired behavior, and negative consequences for inappropriate behavior. Visual support enables children to follow with ease the order of performing a particular activity. Steps shown in pictures enable children to predict what follows and to understand with ease the course and the duration of activities, and they reduce the anxiety children experience. Experiential learning plays an essential role with autistic children. Replaying different scenarios with a puppet and role play allow children to experience how they can act in specific situations. In order to master a certain emotion, a child must initially recognize the feeling she is experiencing and understand what triggered it. A child with autism can be taught social skills; however, we must serve as a good role model, especially when behavioral problems surface.
  • Autism and creativity
    Paper
    Practice
    Slovene
    Presenter(s): Nataša Frank
    AVTIZEM IN USTVARJALNOST

    Avtizem je nevrološko-biološka razvojna motnja, ki posamezniku povzroči veliko težav pri prilagajanju, socialnih interakcijah in jih spremlja vse življenje. Nekateri avtisti so pa še posebej ustvarjalni. Avtizem naj bi imeli tudi Beethoven, Mozart, Einstein in drugi. S pomočjo domišljije, risanja, izumljanja so nekateri z motnjo avtističnega spektra močno predani ustvarjalnosti. Na naši šoli smo v preteklem šolskem letu dobili učenca z avtističnim spektrom, ki ima težje primanjkljaje na področju govora, socialne interakcije, vedenja in interesov. Ugotovili smo, da je zelo ustvarjalen v risanju. Njegovi izdelki so narisani z vsemi podrobnostmi. Pri ustvarjanju preide v svoj svet, kjer se ne pusti motiti. Najraje riše s peresom ali flomastri. Deček ima tudi zelo dobro predstavo števil, zato je v matematiki zelo uspešen. Najbolje mu gre seštevanje in to počne zelo hitro. Po ugotovitvah njegovih močnih področij poteka delo pri pouku veliko lažje, saj v težkih trenutkih najde sprostitev v risanju njegovih junakov. Pomembno se nam zdi, da iščemo pri vse otrocih, še posebej pa pri otrocih s posebnimi, potrebami njihova močna področja, ustvarjalnost, nadarjenost, saj tako pridobijo na samozavesti, sprejetosti in socialnih izkušnjah. Ugotavljamo, da sta pri tem otroku avtizem in ustvarjalnost medsebojno povezana.
    KLJUČNE BESEDE: ustvarjalnost, avtizem, nadarjenost, geni.

    AUTISM AND CREATIVITY

    Autism is a neurological-biological developmental disorder that causes many difficulties in adapting, social interactions and accompanies throughout life of individual. However, some autistic people are especially creative. Beethoven, Mozart, Einstein and others are also said to have autism. With the help of imagination, drawing, invention, some with autism spectrum disorder are strongly committed to creativity. At our school last school year, we got a student with an autism spectrum who has more severe deficits in speech, social interaction, behavior, and interests. We found him to be very creative in drawing. His products are drawn with all the details. In creating, he passes into his world, where he does not let himself be disturbed. He prefers to draw with a pen or felt-tip pens. The boy also has a very good idea of numbers, so he is very successful in mathematics. He does the best addition and does it very quickly. According to the findings of his strengths, the work in the classroom is much easier, as he finds relaxation in drawing his characters in difficult moments. We think it is important to look for all children, especially children with special needs, their strong areas, creativity, talent, as they gain in self-confidence, acceptance and social experience. We find that in this child, autism and creativity are interrelated.
    KEY WORDS: creativity, autism, talent, genes.
  • Creating a stimulating classroom environment and adapting lessons to suit the needs of a hearing impaired child
    Symposia
    Practice
    Slovene
    Presenter(s): Živana Rusić
    Hearing-impaired children, who must invest lots of effort into their schooling, have been integrated into primary and secondary schools. They mostly have difficulties coping with the fact that their needs are forgotten. They must constantly remind their teachers that they need speech reading, notes. The hearing-impaired children often do not perceive important information. The important information is usually delivered verbally, the teachers rarely use the internet, which would help solving the problem of perceiving crucial information. Coping with the given situation demands lots of energy and hearing-impaired children feel uneasy. The described situation makes teachers feel anxious as they do not know how to work with hearing-impaired children, how to adapt teaching and learning methods to their needs.
    My teaching career began in a regular primary school and I had to deal with my own insecurities and dilemmas when I started working with special needs children. For that reason, I would like to explain to my colleagues that anxieties and panic are not necessary.
    I am going to present how to adapt teaching and learning methods, knowledge testing, learning content, within-class pupil grouping and working with parents when there is a hearing-impaired pupil in the classroom. I am also going to point out the importance of movement/ physical activities. In I am going to introduce a videotaped case study showing my teaching style and different within-class pupil grouping while working with hearing-impaired children. I would like to help my colleagues, who are entering the world of deafness, by diminishing their fears and anxieties.
    I am going to point out the importance of the teacher's personal standpoint towards the hearing-impaired pupil. It is crucial to properly introduce the hearing-impaired child to the class.
    I am going to discuss how to adapt knowledge testing, evaluation, and assessment, teaching methods, within-class pupil grouping and still achieve the knowledge standards the curriculum demands.