Specifikat e mësimdhënies për nxënësit me aftësi të kufizuara intelektuale

Abstract

The research on the topic, "Teaching specificities for students with intellectual disabilities" was conducted through studying various resources related to the problem, and the ground research. The aim of the study was to identify the specifics of successful teaching for students with intellectual disabilities based on the literature. It further aimed at researching the teaching process of this category of students in some educational institutions of Kosovo. After reviewing the literature, we could see that various researchers have identified some specific approaches and successful methodologies of teaching based on students’ difficulties and needs. The research in Kosovo was conducted through a survey method with teachers of Resource Centers for learning and counseling, which in their nests include students with severe and multiple intellectual impairments as well as teachers of some common schools who teach students with intellectual disabilities. In some classes, we conducted observation too. This research results show that while teaching students with intellectual disabilities, several specifics in teaching approach and methodology have been identified in educational institutions of Kosovo. Specifically, significant methodological specifications are applied by the teachers of learning and counseling centers, which include students with severe and multiple impairments. They work with the special program "teaching in the field of activities". Also, according to the findings, in the "subject program" of resource centers, and other ordinary schools involving students with less intensive intellectual disabilities, differences are respected and the individual approach is applied. However, there are teachers who commonly do not draft the Individual Education Plan for their students. Besides, they have no co-operation with anyone outside the school. Generally, teachers are not able to support all students towards the maximum development of their potentials throughout the teaching time. Usually, there is only one teacher (or two teachers in several classes of resource centers) who works within the classroom, and the available time should be shared for each student. Therefore, the involvement of assistants is a criterion for achieving results.