Innovations in special education - revaluation and new realities Prof. Vladimir Radoulov

New realities 1. Terminology. 2. New view towards compensation. Strategic model Strategic model Structural model Structural model

3. Interaction between general and special education. 4. Development of social competencies. joint and pro-social behavior, joint and pro-social behavior, introducing and maintaining of equal friendship and equal relations with adults, introducing and maintaining of equal friendship and equal relations with adults, control of aggression and conflict, control of aggression and conflict, development of the sense of predominance and self- value development of the sense of predominance and self- value new model of inclusion. new model of inclusion.

Check-list on Level of Interaction with Others (Professors, other Students, Check-list on Level of Interaction with Others (Professors, other Students, Staff Members etc.) by Visually Impaired Staff Members etc.) by Visually Impaired Interaction is the ability to search for, accept, facilitate, get involved and to finish appropriately a communication process, activity, relation with another person. The level of interaction depends on the physical, emotional, communicational and other sort of participation in the actions mentioned above. Interaction is the ability to search for, accept, facilitate, get involved and to finish appropriately a communication process, activity, relation with another person. The level of interaction depends on the physical, emotional, communicational and other sort of participation in the actions mentioned above.

6. New role of parents.

Prof. Vladimir Radoulov New challenges in education of visually impaired multiply disabled students

New challenges 1. Contradiction in the education of visually impaired. 2. Development of special terminology. 3. Enlarging the group of multiply impaired. 4. Inclusion of new specialists in education. 5. Enhancing the role of environment in the cognitive development. 6. The process of development of therapeutic intervention toward real experiences. 7. Development of new model of education.

Understanding the environment through sounds 1. Sound-object orientation. localization of sounds localization of sounds discrimination of sounds discrimination of sounds discrimination of verbal symbols discrimination of verbal symbols combining of verbal stimuli with fine motor skills combining of verbal stimuli with fine motor skills recognition of objects through sounds and words recognition of objects through sounds and words

From music skills to sense of music Examples of communication with the surrounding Examples of communication with the surrounding 5 musical motifs with varying pitch and timbre match five effects: 5 musical motifs with varying pitch and timbre match five effects: wind made by a fan wind made by a fan flapping of fabric flapping of fabric nice smell nice smell massage of skin massage of skin slow movement of a piece of fabric from head to feet slow movement of a piece of fabric from head to feet

In the wood 4 different melodies with varying pitch and timbre 4 different melodies with varying pitch and timbre 5 different interventions: 5 different interventions: sound of a storm sound of a storm touch of leaves touch of leaves touch of tree branches touch of tree branches spilling of water spilling of water

Inclusive education and social competencies

10 principles of inclusive education Bishop (1997) 1. Clear concept of inclusion. 2. Collecting data on children in foster school and community before taking the decision for inclusion. 3. Analysis and classification of the preparation in the field of academic training and preparation for independent living. 4. Educating parents. 5. Increasing the number of prepared general teachers.

6. Increasing the process of sharing of professional knowledge. 7. Increasing the access to equipment and materials. 8. Following the educational degrees and levels. 9. Use of more creative facilities. 10. To continue the destruction of social barriers and changing society's attitude towards blindness and low vision.

Phases of adjustment to the community Perceiving, Perceiving, Acceptance, Acceptance, Participation, Participation, Withdrawal from society. Withdrawal from society.

Check-list on Self-Concept for Visually Impaired Check-list on Self-Concept for Visually Impaired Self-concept or concept of self is the ability to perceive oneself in a realistic way and to have a realistic image of own strengths and weaknesses. Self-concept or concept of self is the ability to perceive oneself in a realistic way and to have a realistic image of own strengths and weaknesses.

Development of social competencies joint and pro-social behavior, joint and pro-social behavior, introducing and maintaining of equal friendship and equal relations with adults, introducing and maintaining of equal friendship and equal relations with adults, control of aggression and conflict, control of aggression and conflict, development of the sense of predominance and self- value development of the sense of predominance and self- value new model of inclusion. new model of inclusion.