Show simple item record

dc.contributor.advisorOkkolin, Mari-Anne
dc.contributor.authorShestunova, Tatsiana
dc.date.accessioned2017-06-08T08:03:13Z
dc.date.available2017-06-08T08:03:13Z
dc.date.issued2017
dc.identifier.otheroai:jykdok.linneanet.fi:1703348
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/54372
dc.description.abstractShestunova Tatsiana, 2017. Organization of Support to Children from Dysfunctional Families in School within the Framework of Inclusion in Belarus. Master's Thesis in Education. University of Jyväskylä. Department of Education. Inclusion has been seen in many communities as a useful strategy in addressing learners’ diversity. Children from dysfunctional background usually have various needs and problems. The theoretical framework of inclusion was used as a lens to study the support to the needs of diverse learners, including children form dysfunctional families, from the school part in Belarus. The purpose of the study was to understand how the scope of support to children from dysfunctional families carried out by schools in Belarus fits the idea of inclusion. Another matter of interest was to research into teachers' understanding of inclusion and their attitude and perception of children from dysfunctional families. In this study,I followed an interpretivist paradigm and adopted an instrumental case study design. The data was collected through the review of international and national documents governing school support and care of children from dysfunctional families and internal school documents. In addition, a web-based survey involving schoolteachers, altogether 12 people, was conducted. Teachers participated based on their availability and willingness. The results suggest that the Belarusian legislation system relative to child support meets the requirements of international laws. The system of school support is constructed on the provisions of the law and has the principle of humanism in its core. The school strictly monitors children from dysfunctional families and carries out their sustainable support. However, Belarusian teachers do not understand the concept of inclusion in its full scope and have numerous barriers towards implementation of inclusive practices at school.en
dc.format.extent1 verkkoaineisto (117 sivua)
dc.language.isoeng
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.subject.otherdysfunctional family
dc.subject.otherinclusion
dc.subject.otherschool support
dc.subject.otherinclusive education
dc.titleOrganization of support to children from dysfunctional families in school within the framework of inclusion in Belarus
dc.identifier.urnURN:NBN:fi:jyu-201706082740
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.date.updated2017-06-08T08:03:13Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi106
dc.subject.ysokoulu
dc.subject.ysoinkluusio
dc.subject.ysoperhetausta


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record