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• DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN

  83-93

  Tiiu Tammemä

  Siret Maaring

  Views:

  315

  Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.

• SUPPORTING A STUTTERING STUDENT AT SCHOOL

  91-104

  Tiiu Tammemäe

  Sigrid Sõggel

  Views:

  341

  Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.

• EXPERIENCES AND SUPPORT NEEDS OF CHILDREN WITH BROTHER OR SISTER WITH DISABILITY

  69-81

  Tiiu Tammemäe

  Lii Lilleoja

  Mari-Liis Valma

  Views:

  446

  There are many children with special needs whose siblings play an important role in their lives for a longer time than other family members. Longer life expectancy and the deepening of disabilities bring along a higher need of being taken care of. When the parents grow older it is often the siblings who become the caretakers. Meyer & Vadasy (2007) found that if siblings of children with SEN get proper support and information while growing up, the well-being of siblings with special needs also increases. Relationship with a sibling with special needs influences development of adaptability and self-esteem, this influence can be positive or negative (Burke, 2008). The parents of the children with SEN have many ways to receive information or help from the family – doctors, therapists, consultants, teachers, books, etc. The siblings in their turn usually get their information from the parents. (Conway & Meyer, 2008) Family members of different ages need different information. Therefore, there should be research on what kind of experiences do the siblings of the disabled child need, how their needs and well-being are guaranteed, and what kind of support they need. The aim of this study is to describe the experiences of brothers and sisters with siblings with special needs, try to understand their need for support, and find out the need for support groups and camps.