SPECIALIUOSIUS POREIKIUS TENKINANČIOS MOKYMOSI APLINKOS KŪRIMAS AUKŠTOJOJE MOKYKLOJE, GERINANT FIZINĘ NEGALIĄ TURINČIŲ BESIMOKANČIŲJŲ KOMUNIKACIJĄ IR JOS PLĖTROS GALIMYBES

Jūratė Adomaitienė, Lina Bendikaitė

Abstract


In conclusion, it can be said that learning environment is divided into five structural elements: the physical, psychological, social, intellectual and administrative environments. The authors (Wilson, 1995, Bowden, Marton 1998) using a term of the learning environment, emphasizes the environment created by the andragog. There are four dimensions: content, teaching methods, learning task sequence / reconciliation and social context. According to L. Šiaučiukėnienė et al. (2006: 210) the elements of the learning environment can be distinguished as: information sources, physical or virtual space, learning skills and experience, social interaction. A learning environment can be treated as natural and as designed, but they must have an educational impact for the individual and educational value, i.e. the ability to education facilities to help someone to prepare for life and how to solve problems of the activities. The adaptation of the learning environment for the needs of disabled learners is important, because it is an opportunity to attract students to private or other schools. Another noticeable benefit received by the institution of higher education, is that people with disabilities are changing attitudes among students and teachers which helps to humanize the environment. Speaking about the informational learning environment, accommodated to the learners with disabilities in the „Methodology of the informational environment development for people with disabilities“ it is explained that the general requirements for increasing the availability of the informational environment are these: 1) to use the measures to enhance the availability of operating system functionality without compromising information environment; 2) to ensure consistency with helping measures that increases the availability; 3) all functions must be available by using only keyboard; 4) to submit documentation and instructions available for learners with disabilities, (including electronic form); 5) to use a simple, easy understandable language in the documentations, instructions and emergency measures, in addition with the illustrative descriptions if necessary; 6) to provide details of the measures which increases the availability of all descriptions and explanations; 7) to provide a logical sequence of transitions between management orders, input boxes, and other objects; 8) introduce technical staff with the creation of informational environment for people with disabilities and with reduced opportunities for education system; 9) to ensure the support and assistance of the created informational environment on account of accessibility problems. There are plenty of e-learning systems, for example, „Moodle“, „Lotus Learning Space“, „Oracle Learning“, „SABA Learning Enterprise“, „ATutor, IntraLearn“, „ReadyGo“, WCB, „Blackboard“, „WBTExpress“, „EWS Editor“, „Lotus Virtual Classroom“, „Edmodo“, „Schoology“, etc.After analyzing the approach of andragogs towards the enviroment that meets the special needs for learners with physical disability, the importance of creativity and other peculiarities, it is concluded, that the insufficiently secured or unsecured learning environment has a negative impact on the quality of communication, the social inclusion of people with disabilities, learning outcomes and causes a number of problems. According to adult educators‘, this requires detailed knowledge of psychology and practical communication skills with physically disabled learners, learning environment with additional visualization and adjustment program items. It is necessary to pay more material / financial resources of the environmental improvement. This requires a purposeful attentiveness of the whole KU community.

DOI: http://dx.doi.org/10.15181/andragogy.v8i0.1720


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