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“Education is experienced by teachers, students and their parents as a daily school environment, while in the perspective of national politics, “education” are a long term investment, therefore, the careful definition of priorities in the broader range of needs takes a particular importance.” It is a study conducted over a four month period, achieved in three high schools, and one secondary school in the city of Elbasan. “Dhaskal Todri”, “Qemal Stafa”, and ”Kostandin Kristoforidhi” high schools and “Naim Frasheri” secondary school have as a primary intention the awareness of teachers and students towards the increasing of cooperation between them and the involvement of students’ family members in the programs and initiatives undertaken by the schools in the context of the education process, increasing the active role of social workers. Quantitative method has been used to complete this study, exploiting different materials from pedagogical journals, publications of some of the greatest psychologists, materials from seminars organized by MES (Ministry of Education and Sport), records from a questionnaire distributed to some high schools in the city, study case at a mental health center. The results of the study show the multidimensional problems faced by Albanian schools during these years, difficulty that is based on the teacher-student relationship and the school's cooperation with the students’ family. Today these relationships and this cooperation are in a transitional phase between conservatism, authoritarianism and democracy.
International Journal of Humanities, Arts and Social Sciences
Social Work in Educational System of the Balkans – Is Social Worker Needeed in Schools?2018 •
This work is primarily concerned with the need for social workers in schools in the Western Balkans whose engagement is only in development and (incontinably) represented. In some regions, the place of social workers in schools has recently been introduced, as well as the (same-named) subject at the university, which represents a significant shift and greatly guides for development of theory and practice of social work. On the other hand, in a large part of these regions, conflicts, instability of socio-economic nature and transition destabilized institutional arrangements and left significant deficits, and raised the question of the development and sustainability of these programs. In view of this, it could be said that the children here are increasingly becoming victims of various social forces that negatively affect their psycho social state, which often reflects on the failure of educational system. Although schools are set up primarily to educate children, it is necessary to pa...
European Journal of Social Sciences
Тhe Need of Professional Social Work in Overcoming Social Problems and Social Exclusion of Children in the Process of Education2019 •
School going children face numerous social problems such as peer violence, a social behavior, educational neglect, dropout from regular education, committed crimes, and social exclusion. Inevitably, these problems can have devastating effects on adequate social functioning and personal development of children and can hinder their future potentials and wellbeing. Findings presented in this article are generated from two separate researches related to social exclusion and social problems encountered by children in primary and secondary schools in the Republic of North Macedonia. In general, prevalent problems of children are related to bulling, addictions, and conflicts with caregivers and social surrounding, whereas, social exclusion is more prevalent among Roma children. Problems of such nature require appropriate professional assistance and support. The school teams for professional support of children are mainly composed of psychologist and pedagogues. Nonetheless, the above menti...
Since problems are essentially parts of life, it is not surprising for students to face problems in their education. Problem solving experiences contribute their personal development. However, we face a balls-up when problems are not solved and people who have similar problems increased. Increasing risky behaviors amongst students such as violence, drug use, sexual abuse, committing crimes, drop outs etc. point out a failure of Turkey in terms of dealing with students' problems. In this regard, this study emphasizes on the importance and configuration of school social work practices which is a recent trend for Turkey.
2004 •
We have evaluated a social status of the pupils individually, especially the status of the pupils with developmental disabilities. The sample is convenient and includes 55 pupils from two classes at the age of 9-10 and 13-14 from the regular elementary school “Dimo Hadzi-Dimov”. Children with physical disabilities and anorexic problems are included in both classes. The research has been carried out using sociometric procedure, applying three sociometric criteria and both limited and unlimited choices.
The International Journal of Social Sciences and Humanities Invention
The Albanian School Facing The Difficulties For An Education Close To The Needs Of The Children With Special Needs2015 •
Journal of Educational and Social Research
The Importance of School-Family Communication in the Teachers’ Point of View in Albania2014 •
European Scientific Journal, ESJ
Engaging of Albanian Parents in Education During the Passage of Students from One Class to Another2014 •
Data in Brief
Survey data showing the influences of school attachment among secondary school students in Albania2021 •
Armenian Journal of Special Education
Comparative Analysis of Quantitative Indicators of the Pedagogical-Psychological Support Teams’ Activities in Armenia2022 •
The following study aims to describe and compare the action of pedagogical-psychological support teams within the scope of new functions stated after recent reforms taking place in the Armenian education system. Three regions were selected as pilots within the reforms towards universal inclusive education. Within the frame of the current study quantitative methodology pursues to compare three regions for a few result variables. Participants of this research are parents of children with special educational needs (n=440), and pedagogical-psychological support team members (n=85) living in Tavush, Lori, and Syunik regions. In general results of the study reveal the need for pedagogical-psychological support teams and relevant specialists in schools, which is confirmed by the teachers, parents, and teachers' assistants at the school. To hand are some problematic issues between support centers and parents related to the child's further education. Also, serious confl...
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