{"id":12701,"date":"2025-12-15T06:13:29","date_gmt":"2025-12-15T05:13:29","guid":{"rendered":"https:\/\/broarh.localhost.mk\/?page_id=12701"},"modified":"2025-12-24T14:00:04","modified_gmt":"2025-12-24T13:00:04","slug":"per-femijet-me-nevoja-te-vecanta","status":"publish","type":"page","link":"https:\/\/broarh.localhost.mk\/sq\/organizimi\/per-femijet-me-nevoja-te-vecanta\/","title":{"rendered":"P\u00ebr f\u00ebmij\u00ebt me nevoja t\u00eb ve\u00e7anta"},"content":{"rendered":"<div class=\"a-sector-wrapper\">\n<p class=\"a-lead-text\">Edukimi dhe arsimi i f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore paraqet nj\u00eb pjes\u00eb integrale t\u00eb sistemit t\u00eb vet\u00ebm arsimor dhe planifikohet n\u00eb baz\u00eb t\u00eb p\u00ebrcaktimeve dhe parimeve t\u00eb p\u00ebrgjithshme identike ose shum\u00eb t\u00eb ngjashme.<\/p>\n<p>&nbsp;<\/p>\n<p>N\u00eb statusin e k\u00ebtij lloji t\u00eb arsimit ndikojn\u00eb faktor\u00ebt e njohur, relevant\u00eb p\u00ebr \u00e7do arsim (shoq\u00ebror, politik, ekonomik, kulturor), por edhe ideologjit\u00eb e ndryshme, nga t\u00eb cilat rrjedhin koncepte dhe modele t\u00eb ndryshme.<\/p>\n<p>Rrymat demokratike n\u00eb bot\u00eb, t\u00eb cilat jan\u00eb gjithnj\u00eb e m\u00eb t\u00eb shprehura, reflektohen n\u00eb m\u00ebnyr\u00eb shum\u00eb pozitive edhe n\u00eb k\u00ebt\u00eb fush\u00eb, gj\u00eb q\u00eb \u00ebsht\u00eb e dukshme p\u00ebrmes angazhimeve t\u00eb shumta si: barazia, integrimi, modernizimi, permanentiteti i arsimit dhe t\u00eb tjera.<\/p>\n<p>Pavar\u00ebsisht shkall\u00ebs s\u00eb zhvillimit dhe rregullimit shoq\u00ebror, vendet n\u00eb bot\u00eb jan\u00eb gjithnj\u00eb e m\u00eb t\u00eb angazhuara dhe m\u00eb t\u00eb organizuara p\u00ebr t\u00eb zgjidhur problemet e f\u00ebmij\u00ebve dhe personave me nevoja t\u00eb ve\u00e7anta arsimore dhe p\u00ebr t\u00eb plot\u00ebsuar nevojat e tyre specifike.<\/p>\n<p>\u00cbsht\u00eb e sigurt q\u00eb edukimi dhe arsimi i f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore n\u00eb Republik\u00ebn e Maqedonis\u00eb nuk mb\u00ebshtetet n\u00eb nj\u00eb tradit\u00eb t\u00eb gjat\u00eb. N\u00eb periudh\u00ebn zhvillimore prej gjasht\u00ebdhjet\u00eb vitesh jan\u00eb nd\u00ebrmarr\u00eb aktivitetet e m\u00ebposhtme:<\/p>\n<ul>\n<li>\u00ebsht\u00eb rregulluar normativisht nj\u00eb sistem fleksib\u00ebl i edukimit dhe arsimit;<\/li>\n<li>\u00ebsht\u00eb krijuar nj\u00eb rrjet i institucioneve q\u00eb plot\u00ebsojn\u00eb nevojat ekzistuese;<\/li>\n<li>\u00ebsht\u00eb p\u00ebrcaktuar nj\u00eb sistem financimi;<\/li>\n<li>\u00ebsht\u00eb siguruar nj\u00eb shqyrtim i detyruesh\u00ebm ekipor nga komisionet p\u00ebrkat\u00ebse profesionale p\u00ebr \u00e7do f\u00ebmij\u00eb para d\u00ebrgimit n\u00eb nj\u00eb institucion p\u00ebrkat\u00ebs;<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>procesi edukativo-arsimor realizohet sipas planeve dhe programeve m\u00ebsimore q\u00eb p\u00ebrmbajn\u00eb specifikat, me \u00e7ka nuk vihen n\u00eb pik\u00ebpyetje q\u00ebllimet e p\u00ebrgjithshme arsimore.<\/p>\n<p>Vendosja aktuale konceptuale e edukimit dhe arsimit t\u00eb f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore \u00ebsht\u00eb rregulluar dhe integruar n\u00eb Ligjin p\u00ebr arsimin fillor, Ligjin p\u00ebr arsimin e mes\u00ebm profesional dhe, globalisht, mund t\u00eb prezantohet si:<\/p>\n<ul>\n<li>q\u00ebllimi p\u00ebrfundimtar i edukimit dhe arsimit t\u00eb f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore \u00ebsht\u00eb i nj\u00ebjt\u00eb ose i ngjash\u00ebm me ato t\u00eb ,,popullat\u00ebs s\u00eb rregullt\u201d;<\/li>\n<li>edukimi dhe arsimi i f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore \u00ebsht\u00eb i organizuar n\u00eb institucione dhe shkolla t\u00eb ve\u00e7anta, paralele t\u00eb ve\u00e7anta pran\u00eb shkollave t\u00eb rregullta, si dhe n\u00eb ,,klasat e rregullta\u201d, s\u00eb bashku me bashk\u00ebmoshatar\u00ebt e tij;<\/li>\n<li>detyrimi i edukimit dhe arsimit fillor vlen edhe p\u00ebr f\u00ebmij\u00ebt dhe t\u00eb rinjt\u00eb me nevoja t\u00eb ve\u00e7anta arsimore, p\u00ebrve\u00e7 atyre me pengesa t\u00eb moderuara dhe t\u00eb r\u00ebnda n\u00eb zhvillimin psikik, p\u00ebr t\u00eb cil\u00ebt, gjithashtu, \u00ebsht\u00eb organizuar proces edukativo-arsimor, i programuar dhe i adaptuar sipas mund\u00ebsive dhe nevojave t\u00eb tyre individuale;<\/li>\n<li>planet dhe programet m\u00ebsimore jan\u00eb t\u00eb adaptuara (modifikuar, reduktuar, leht\u00ebsuar), n\u00eb shkall\u00eb t\u00eb ndryshme, n\u00eb p\u00ebrputhje me llojin dhe shkall\u00ebn e penges\u00ebs;<\/li>\n<li>angazhimi ligjor dhe profesional \u00ebsht\u00eb q\u00eb k\u00ebta nx\u00ebn\u00ebs t\u00eb arsimohen n\u00eb vendin e tyre t\u00eb jetes\u00ebs sa m\u00eb masivisht, q\u00eb do t\u00eb thot\u00eb q\u00eb kushtet t\u00eb afrohen tek ata, e jo ata te kushtet, n\u00eb rastet kur kjo \u00ebsht\u00eb e mundur;<\/li>\n<li>f\u00ebmij\u00ebt me nevoja t\u00eb ve\u00e7anta arsimore kan\u00eb t\u00eb nj\u00ebjtat t\u00eb drejta p\u00ebr arsim si t\u00eb tjer\u00ebt, n\u00eb p\u00ebrputhje me mund\u00ebsit\u00eb e tyre intelektuale dhe t\u00eb tjera, ambiciet dhe interesat.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Nj\u00eb vendosje e till\u00eb normative e edukimit dhe arsimit t\u00eb f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore \u00ebsht\u00eb nj\u00eb baz\u00eb e mir\u00eb p\u00ebr zhvillimin dhe p\u00ebrsosjen e tij t\u00eb m\u00ebtejshme.<\/p>\n<p>N\u00ebse b\u00ebhet nj\u00eb krahasim me politik\u00ebn arsimore p\u00ebr k\u00ebta nx\u00ebn\u00ebs, me vendet e zhvilluara, mund t\u00eb konstatohet se, n\u00eb p\u00ebrgjith\u00ebsi, shum\u00eb zgjidhje normative jan\u00eb identike ose shum\u00eb t\u00eb af\u00ebrta me ato te ne.<\/p>\n<p>Dallimet v\u00ebrehen n\u00eb shkall\u00ebn dhe cil\u00ebsin\u00eb e zbatimit normativ, e cila i detyrohet nivelit ekonomik dhe kulturor, tradit\u00ebs, paragjykimeve, si dhe nj\u00eb s\u00ebr\u00eb faktor\u00ebsh t\u00eb tjer\u00eb.<\/p>\n<p>Baza fillestare p\u00ebr avancimin e Konceptit p\u00ebr edukimin dhe arsimin e f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore n\u00eb Republik\u00ebn e Maqedonis\u00eb<\/p>\n<p>Gjat\u00eb hartimit t\u00eb drejtimeve p\u00ebr avancimin e Konceptit, si baza fillestare trajtohen, p\u00ebrvoja e vendeve t\u00eb zhvilluara n\u00eb bot\u00eb, njohurit\u00eb m\u00eb t\u00eb reja shkencore, si dhe rezolutat e organeve dhe organizatave nd\u00ebrkomb\u00ebtare (UNESCO, OKB).1<\/p>\n<p>Nga analiza e burimeve t\u00eb p\u00ebrmendura, dhe n\u00eb baz\u00eb t\u00eb parimeve t\u00eb pranuara p\u00ebrgjith\u00ebsisht, mund t\u00eb projektohen kornizat konceptuale t\u00eb edukimit dhe arsimit t\u00eb f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore n\u00eb vendin ton\u00eb, duke pasur parasysh trendet bot\u00ebrore dhe proceset e integrimit evropian, si:<\/p>\n<p><strong>Integrim legjislativ<\/strong>, respektivisht mosekzistimi i ligjeve paralele q\u00eb do t\u00eb rregullojn\u00eb edukimin dhe arsimin e f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore.<\/p>\n<p><strong>Integrimi i f\u00ebmij\u00ebve dhe t\u00eb rinjve<\/strong>\u00a0me nevoja t\u00eb ve\u00e7anta arsimore n\u00eb t\u00eb gjitha sferat e jet\u00ebs shoq\u00ebrore, respektivisht tejkalimi i \u00e7do lloj segregacioni, kudo q\u00eb kjo \u00ebsht\u00eb e mundur.<\/p>\n<p>P\u00ebrpar\u00ebsia e nj\u00eb integrimi t\u00eb till\u00eb argumentohet me sa vijon:<\/p>\n<ul>\n<li>f\u00ebmij\u00ebt dhe t\u00eb rinjt\u00eb me nevoja t\u00eb ve\u00e7anta arsimore nuk jan\u00eb t\u00eb izoluar nga bashk\u00ebmoshatar\u00ebt e tyre, ata kan\u00eb mund\u00ebsi t\u00eb ndjehen si pjes\u00eb e klas\u00ebs dhe kolektivit;<\/li>\n<li>shkolla fokusohet n\u00eb krijimin e kushteve p\u00ebr marr\u00ebdh\u00ebnie m\u00eb fleksibile me t\u00eb gjith\u00eb nx\u00ebn\u00ebsit, e ve\u00e7an\u00ebrisht me ata q\u00eb kan\u00eb nevoja specifike edukativo-arsimore.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>L\u00ebvizja p\u00ebr gjith\u00ebp\u00ebrfshirje bazohet n\u00eb parimin e individualizimit n\u00eb programim, qasjes n\u00eb vet\u00eb procesin e realizimit, me \u00e7ka sigurohet zhvillimi m\u00eb optimal n\u00eb t\u00eb gjitha sferat p\u00ebr \u00e7do individ. Gjith\u00ebp\u00ebrfshirja edukativo-arsimore nuk n\u00ebnkupton vet\u00ebm vendosjen fizike t\u00eb f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore n\u00eb shkoll\u00ebn e rregullt, por edhe p\u00ebrfshirjen n\u00eb pun\u00ebn dhe jet\u00ebn e shkoll\u00ebs, q\u00eb arrihet me sigurimin e nj\u00eb s\u00ebr\u00eb parakushtesh. Paralelisht me procesin e gjith\u00ebp\u00ebrfshirjes, \u00ebsht\u00eb e nevojshme t\u00eb zhvillohen sh\u00ebrbime adekuate q\u00eb do t\u00eb sigurojn\u00eb qasje ekipore n\u00eb zgjidhjen e problemeve n\u00eb shkoll\u00ebn e rregullt, p\u00ebrfshirjen e defektologut n\u00eb shkoll\u00eb, si dhe sigurimin e nevojave specifike, n\u00eb p\u00ebrputhje me v\u00ebshtir\u00ebsit\u00eb me t\u00eb cilat p\u00ebrballet nx\u00ebn\u00ebsi:<\/p>\n<ul>\n<li>pajisje adekuate, hap\u00ebsir\u00eb e adaptuar posa\u00e7\u00ebrisht, mjete m\u00ebsimore t\u00eb p\u00ebrgjithshme dhe t\u00eb ve\u00e7anta;<\/li>\n<li>m\u00ebsimdh\u00ebn\u00ebsit n\u00eb shkollat e rregullta duhet t\u00eb fitojn\u00eb njohuri themelore t\u00eb nevojshme p\u00ebr njohjen e k\u00ebtyre f\u00ebmij\u00ebve dhe t\u00eb rinjve dhe t\u00eb aft\u00ebsohen q\u00eb t&#8217;u ofrojn\u00eb ndihm\u00eb adekuate n\u00eb kuad\u00ebr t\u00eb shkoll\u00ebs n\u00eb bashk\u00ebpunim me specialist\u00ebt e tjer\u00eb t\u00eb ekipit, defektologun n\u00eb shkoll\u00eb, si dhe specialist\u00ebt nga institucionet dhe institucionet relevante.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>N\u00ebse nuk sigurohen parakushtet e theksuara, mund t\u00eb ndodh\u00eb q\u00eb f\u00ebmij\u00ebt dhe t\u00eb rinjt\u00eb me nevoja t\u00eb ve\u00e7anta arsimore t\u00eb mbeten n\u00eb margjina, respektivisht nj\u00eb status i till\u00eb t\u00eb ndikoj\u00eb n\u00eb m\u00ebnyr\u00eb drastike dhe t\u00eb \u00e7oj\u00eb n\u00eb tjet\u00ebrsimin dhe stigmatizimin e tyre. Sot n\u00eb bot\u00eb hasen forma nga m\u00eb t\u00eb ndryshmet t\u00eb tejkalimit t\u00eb formave t\u00eb ndarjes (segregacionit) n\u00eb edukimin dhe arsimin e f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore. N\u00eb vendin ton\u00eb, procesi i gjith\u00ebp\u00ebrfshirjes s\u00eb nx\u00ebn\u00ebsve me nevoja t\u00eb ve\u00e7anta arsimore bazohet n\u00eb p\u00ebrvojat pozitive bot\u00ebrore t\u00eb adaptuara n\u00eb kontekstin ton\u00eb komb\u00ebtar.<\/p>\n<p>P\u00ebrve\u00e7 <strong>zbatimit t\u00eb demokratizimit dhe humanizimit t\u00eb p\u00ebrgjithsh\u00ebm<\/strong>, theksohet gjithnj\u00eb e m\u00eb shum\u00eb angazhimi i p\u00ebrgjithsh\u00ebm ,,arsim p\u00ebr t\u00eb gjith\u00eb\u201d, q\u00eb do t\u00eb thot\u00eb zbatimi i t\u00eb drejt\u00ebs themelore p\u00ebr arsim.<\/p>\n<p>Parimi i arsimit p\u00ebr t\u00eb gjith\u00eb e njeh t\u00eb drejt\u00ebn p\u00ebr arsim adekuat n\u00eb p\u00ebrputhje me mund\u00ebsit\u00eb e f\u00ebmij\u00ebve dhe t\u00eb rinjve, pavar\u00ebsisht shkall\u00ebs s\u00eb hendikepit ose nevoj\u00ebs s\u00eb tyre t\u00eb ve\u00e7ant\u00eb.<\/p>\n<p>Duke pasur parasysh se nevojat e ve\u00e7anta jan\u00eb t\u00eb llojeve dhe shkall\u00ebve t\u00eb ndryshme, angazhimi arsim p\u00ebr t\u00eb gjith\u00eb nuk n\u00ebnkupton p\u00ebrfshirjen n\u00eb sistemin edukativo-arsimor t\u00eb f\u00ebmij\u00ebve me pengesa t\u00eb moderuara dhe t\u00eb r\u00ebnda n\u00eb zhvillim, t\u00eb cil\u00ebt nuk kan\u00eb aft\u00ebsi p\u00ebr m\u00ebsim shkollor. Kjo, megjithat\u00eb, nuk e p\u00ebrjashton mund\u00ebsin\u00eb dhe nevoj\u00ebn p\u00ebr organizimin e modeleve adekuate t\u00eb m\u00ebsimit t\u00eb ve\u00e7ant\u00eb t\u00eb organizuar n\u00eb funksion t\u00eb socializimit, p\u00ebrkundrazi, kjo \u00ebsht\u00eb nj\u00eb detyrim shoq\u00ebror, dhe e drejta e tyre e paprekshme natyrore.<\/p>\n<p>Nj\u00eb nga synimet themelore p\u00ebr t\u00eb cilat flitet gjithnj\u00eb e m\u00eb shum\u00eb dhe m\u00eb e argumentuar n\u00eb literatur\u00eb dhe n\u00eb t\u00eb gjitha tubimet profesionale q\u00eb trajtojn\u00eb k\u00ebt\u00eb tem\u00eb \u00ebsht\u00eb mbulimi i f\u00ebmij\u00ebve me probleme zhvillimore dhe nevoja t\u00eb ve\u00e7anta arsimore me trajtim t\u00eb hersh\u00ebm dhe edukim dhe arsim parashkollor. Baza shkencore e zbulimit t\u00eb hersh\u00ebm dhe mbulimi i f\u00ebmij\u00ebve me probleme zhvillimore dhe nevoja t\u00eb ve\u00e7anta arsimore me trajtim adekuat dhe forma t\u00eb organizuara t\u00eb edukimit dhe arsimit parashkollor \u00ebsht\u00eb elaboruar n\u00eb shum\u00eb punime shkencore, nd\u00ebrsa praktika e ka d\u00ebshmuar k\u00ebt\u00eb n\u00eb terren.<\/p>\n<p>Q\u00ebllimi i intervenimit t\u00eb hersh\u00ebm (trajtimit) shprehet n\u00eb zhvillimin dhe p\u00ebrdorimin maksimal t\u00eb potencialeve biopsikosociale n\u00eb funksion t\u00eb kompensimit t\u00eb organit t\u00eb humbur (aft\u00ebsis\u00eb), n\u00eb nj\u00eb periudh\u00eb t\u00eb jet\u00ebs kur mund t\u00eb ndikohet n\u00eb m\u00ebnyr\u00eb vendimtare. Proceset e kompensimit nuk jan\u00eb t\u00eb orientuara n\u00eb kompensimin e drejtp\u00ebrdrejt\u00eb t\u00eb munges\u00ebs (q\u00eb shpesh \u00ebsht\u00eb e paz\u00ebvend\u00ebsueshme), por n\u00eb kap\u00ebrcimin e v\u00ebshtir\u00ebsive q\u00eb shfaqen si pasoj\u00eb e munges\u00ebs, respektivisht substruktura te disa persona mund t\u00eb zhvilloj\u00eb nj\u00eb mekaniz\u00ebm kompensues aq t\u00eb fort\u00eb, saq\u00eb b\u00ebhet impuls dhe siguron zhvillim.<\/p>\n<p>Me zhvillimin e mendimit shkencor, gjithnj\u00eb e m\u00eb qart\u00eb theksohet domosdoshm\u00ebria e nj\u00eb qasjeje interdisiplinare ose transdisiplinare n\u00eb shum\u00eb fusha shkencore, sepse kuptohet kompleksiteti i fenomeneve t\u00eb caktuara dhe kufizimi i mund\u00ebsis\u00eb q\u00eb kjo t\u00eb studiohet nga nj\u00eb shkenc\u00eb (disiplin\u00eb shkencore). Qasja transdisiplinare n\u00eb defektologji nuk ka vet\u00ebm dometh\u00ebnie p\u00ebrmbajt\u00ebsore, por b\u00ebhet edhe parim i r\u00ebnd\u00ebsish\u00ebm metodologjik q\u00eb rrjedh nga t\u00eb kuptuarit e vet\u00ebm t\u00eb sakt\u00eb t\u00eb njeriut n\u00eb p\u00ebrgjith\u00ebsi. Zbatimi praktik i nj\u00eb qasjeje t\u00eb till\u00eb n\u00eb praktik\u00ebn defektologjike siguron ekuilibrin e nevojsh\u00ebm n\u00eb matjen e llojit dhe shkall\u00ebs s\u00eb ndihm\u00ebs n\u00eb faza t\u00eb ndryshme t\u00eb jet\u00ebs s\u00eb f\u00ebmij\u00ebve, t\u00eb rinjve dhe personave me nevoja t\u00eb ve\u00e7anta arsimore, pa rrezikun e theksimit t\u00eb tep\u00ebrt t\u00eb ndonj\u00ebr\u00ebs prej tyre.<\/p>\n<p>Duke pasur parasysh l\u00ebvizjet dhe kushtet aktuale t\u00eb pafavorshme ekonomike, t\u00eb cilat me gjith\u00eb seriozitet prekin bot\u00ebn n\u00eb zhvillim, kjo qasje ka nj\u00eb zbatim m\u00eb t\u00eb qart\u00eb n\u00eb zgjidhjen e nevojave t\u00eb ve\u00e7anta t\u00eb f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta (mjete, kuad\u00ebr, financa), gj\u00eb q\u00eb sugjeron koordinim nd\u00ebrsektorial, e cila ishte theksuar ve\u00e7an\u00ebrisht n\u00eb takimin k\u00ebshillimor n\u00eb Paris.<\/p>\n<p>P\u00ebrvoja e deritanishme ka treguar se \u00ebsht\u00eb e pamundur t\u00eb avancohet teoria dhe praktika n\u00ebse, para s\u00eb gjithash, nuk zbatohen vler\u00ebsime t\u00eb bazuara shkenc\u00ebrisht t\u00eb \u00e7do segmenti t\u00eb arsimit dhe n\u00ebse praktikuesit paralelisht nuk aft\u00ebsohen p\u00ebr transferimin e rezultateve t\u00eb k\u00ebrkimeve shkencore n\u00eb praktik\u00eb. Pa k\u00ebt\u00eb, nuk mund t\u00eb pritet ndonj\u00eb p\u00ebrparim m\u00eb thelb\u00ebsor.<\/p>\n<div class=\"a-section-title\">\n<h3>Llojet e pengesave n\u00eb zhvillimin e f\u00ebmij\u00ebve dhe t\u00eb rinjve p\u00ebr t\u00eb cil\u00ebt organizohet arsimi i ve\u00e7ant\u00eb<\/h3>\n<\/div>\n<p>N\u00eb Republik\u00ebn e Maqedonis\u00eb n\u00eb Ligjin p\u00ebr arsimin fillor dhe n\u00eb Ligjin p\u00ebr arsimin e mes\u00ebm p\u00ebrdoret termi nx\u00ebn\u00ebs me nevoja t\u00eb ve\u00e7anta t\u00eb cil\u00ebt jan\u00eb t\u00eb p\u00ebrfshir\u00eb n\u00eb arsimin e ve\u00e7ant\u00eb, e k\u00ebta jan\u00eb f\u00ebmij\u00eb dhe t\u00eb rinj me shikim t\u00eb d\u00ebmtuar, d\u00ebgjim t\u00eb d\u00ebmtuar, f\u00ebmij\u00eb me invaliditet fizik, pengesa n\u00eb zhvillimin psikik, probleme n\u00eb sjellje, f\u00ebmij\u00eb dhe t\u00eb rinj me autiz\u00ebm, si dhe f\u00ebmij\u00eb dhe t\u00eb rinj me pengesa t\u00eb kombinuara (multihendikep).<\/p>\n<div class=\"a-section-title\">\n<h3>1. F\u00ebmij\u00eb dhe t\u00eb rinj me shikim t\u00eb d\u00ebmtuar<\/h3>\n<\/div>\n<p>Specifika kryesore e zhvillimit t\u00eb f\u00ebmij\u00ebve dhe t\u00eb rinjve me shikim t\u00eb d\u00ebmtuar, ve\u00e7an\u00ebrisht ata me verb\u00ebri totale, \u00ebsht\u00eb shqet\u00ebsimi i r\u00ebnd\u00eb i paraqitjeve vizuale dhe hap\u00ebsinore, kufizimi n\u00eb l\u00ebvizje, deri n\u00eb pafuqishm\u00ebri n\u00eb hap\u00ebsir\u00eb. T\u00eb gjitha aft\u00ebsit\u00eb e tjera te f\u00ebmija i verb\u00ebr mund t\u00eb funksionojn\u00eb si duhet. Tipari m\u00eb i theksuar i personalitetit t\u00eb f\u00ebmij\u00ebs s\u00eb verb\u00ebr \u00ebsht\u00eb v\u00ebrejtur n\u00eb kund\u00ebrth\u00ebnien q\u00eb ekziston nd\u00ebrmjet pafuqishm\u00ebris\u00eb relative n\u00eb hap\u00ebsir\u00eb dhe aft\u00ebsis\u00eb p\u00ebr t\u00eb komunikuar verbalisht n\u00eb m\u00ebnyr\u00eb t\u00eb plot\u00eb dhe adekuate. K\u00ebshtu, t\u00eb folurit dhe komunikimi i bazuar n\u00eb t\u00eb paraqesin mjetin baz\u00eb p\u00ebr komunikim te f\u00ebmij\u00ebt e verb\u00ebr.<\/p>\n<div class=\"a-section-title\">\n<h3>2. F\u00ebmij\u00eb dhe t\u00eb rinj me d\u00ebgjim t\u00eb d\u00ebmtuar<\/h3>\n<\/div>\n<p>F\u00ebmij\u00ebt dhe t\u00eb rinjt\u00eb me d\u00ebgjim t\u00eb d\u00ebmtuar n\u00eb kuptimin fizik jan\u00eb shum\u00eb m\u00eb t\u00eb adaptuesh\u00ebm se f\u00ebmij\u00ebt dhe t\u00eb rinjt\u00eb e verb\u00ebr. Bota n\u00eb vet\u00ebdijen njer\u00ebzore \u00ebsht\u00eb paraqitur kryesisht si nj\u00eb fenomen vizual. E interpretuar nga aspekti biologjik, d\u00ebmtimi i d\u00ebgjimit paraqet nj\u00eb mang\u00ebsi shum\u00eb m\u00eb t\u00eb vog\u00ebl se d\u00ebmtimi i shikimit. Por, kjo te njeriu nuk \u00ebsht\u00eb k\u00ebshtu. I privuar nga t\u00eb folurit, personi me d\u00ebgjim t\u00eb d\u00ebmtuar \u00ebsht\u00eb n\u00eb nj\u00eb mas\u00eb m\u00eb t\u00eb madhe i izoluar nga jeta shoq\u00ebrore, nga p\u00ebrvoja sociale, sesa personi i verb\u00ebr. Aft\u00ebsimi i f\u00ebmij\u00ebve me d\u00ebgjim t\u00eb d\u00ebmtuar bazohet n\u00eb leximin e t\u00eb folurit nga goja, d.m.th. n\u00eb aft\u00ebsin\u00eb e f\u00ebmij\u00ebve p\u00ebr t\u00eb v\u00ebrejtur dhe kuptuar imazhin vizual t\u00eb t\u00eb folurit.<\/p>\n<div class=\"a-section-title\">\n<h3>3. F\u00ebmij\u00eb dhe t\u00eb rinj me invaliditet fizik<\/h3>\n<\/div>\n<p>F\u00ebmij\u00ebt dhe t\u00eb rinjt\u00eb me invaliditet fizik jan\u00eb ata q\u00eb m\u00eb s\u00eb paku kan\u00eb nevoj\u00eb p\u00ebr ndonj\u00eb lloj arsimi specifik. V\u00ebshtir\u00ebsit\u00eb n\u00eb lidhje me edukimin dhe arsimin e tyre jan\u00eb kryesisht t\u00eb natyr\u00ebs fizike (nuk mund t\u00eb shkojn\u00eb n\u00eb shkoll\u00eb, t\u00eb shkruajn\u00eb, t\u00eb punojn\u00eb). Te ata nj\u00eb rrezik potencial paraqet mund\u00ebsia p\u00ebr t\u00eb humbur ekuilibrin psikik si pasoj\u00eb e statusit t\u00eb ve\u00e7ant\u00eb socialo-psikologjik. Prandaj, detyra themelore e edukimit \u00ebsht\u00eb t\u00eb parandaloj\u00eb shfaqjen e ndjenjave t\u00eb tilla si: inferioriteti, vet\u00eb-keqardhja, etj., t\u00eb cilat do t\u00eb ndikonin mjaft negativisht n\u00eb socializimin e tyre.<\/p>\n<div class=\"a-section-title\">\n<h3>4. F\u00ebmij\u00eb dhe t\u00eb rinj me pengesa n\u00eb zhvillimin psikik<\/h3>\n<\/div>\n<p>Edukimi dhe arsimi i k\u00ebtyre f\u00ebmij\u00ebve dhe t\u00eb rinjve krijon m\u00eb shum\u00eb probleme sepse nga aspekti etiologjik ata paraqesin nj\u00eb kategori shum\u00eb heterogjene. Te nj\u00eb pjes\u00eb e tyre \u00ebsht\u00eb d\u00ebmtuar sistemi nervor qendror, pjesa m\u00eb e madhe trash\u00ebgojn\u00eb potencial modest intelektual (faktor hereditar), por e p\u00ebrbashk\u00ebt e tyre \u00ebsht\u00eb mund\u00ebsia modeste p\u00ebr kompensim dhe zhvillimi kognitiv jasht\u00ebzakonisht i kufizuar.<\/p>\n<div class=\"a-section-title\">\n<h3>5. F\u00ebmij\u00eb dhe t\u00eb rinj me autiz\u00ebm<\/h3>\n<\/div>\n<p>Nx\u00ebn\u00ebsit me autiz\u00ebm kan\u00eb d\u00ebmtime cil\u00ebsore n\u00eb planin e komunikimit verbal dhe joverbal. K\u00ebta nx\u00ebn\u00ebs kan\u00eb problem n\u00eb sfer\u00ebn e vendosjes s\u00eb komunikimit social dhe bashk\u00ebpunimit me rrethin\u00ebn e ngusht\u00eb dhe m\u00eb gjer\u00eb. Aktivitetet e tyre jan\u00eb t\u00eb pakta, nd\u00ebrsa sferat e interesit jan\u00eb shum\u00eb t\u00eb kufizuara.<\/p>\n<div class=\"a-section-title\">\n<h3>6. F\u00ebmij\u00eb dhe t\u00eb rinj me pengesa t\u00eb kombinuara (multihendikep)<\/h3>\n<\/div>\n<p>Edukimi dhe arsimi i k\u00ebtyre f\u00ebmij\u00ebve dhe t\u00eb rinjve ka v\u00ebshtir\u00ebsi shum\u00eb m\u00eb t\u00eb m\u00ebdha, gj\u00eb q\u00eb \u00ebsht\u00eb e natyrshme, n\u00ebse merret parasysh d\u00ebmtimi i shum\u00ebfisht\u00eb, si p\u00ebr shembull (shikimi, d\u00ebgjimi, t\u00eb folurit dhe d\u00ebmtime t\u00eb tjera). Megjithat\u00eb, duhet theksuar se edhe personi me d\u00ebmtime t\u00eb shum\u00ebfishta serioze mund t\u00eb ket\u00eb arritje t\u00eb larta n\u00eb planin edukativ, n\u00ebse \u00ebsht\u00eb superior intelektualisht dhe mend\u00ebrisht dhe n\u00ebse edukimi, rehabilitimi dhe arsimimi i tij fillohet n\u00eb m\u00ebnyr\u00eb adekuate dhe her\u00ebt.<\/p>\n<p>Organizimi i edukimit dhe arsimit t\u00eb nx\u00ebn\u00ebsve me nevoja t\u00eb ve\u00e7anta arsimore<\/p>\n<p>Edukimi dhe arsimi i f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore pothuajse n\u00eb t\u00ebr\u00ebsi ndjek skem\u00ebn e arsimit t\u00eb rregullt:<\/p>\n<ul>\n<li>edukim dhe arsim i ve\u00e7ant\u00eb parashkollor;<\/li>\n<li>arsim i ve\u00e7ant\u00eb fillor;<\/li>\n<li>arsim i ve\u00e7ant\u00eb i mes\u00ebm profesional.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<div class=\"a-section-title\">\n<h3><strong>I. Edukim dhe arsim i ve\u00e7ant\u00eb parashkollor<\/strong><\/h3>\n<\/div>\n<p>N\u00eb kuad\u00ebr t\u00eb arsimit parashkollor, n\u00eb kuad\u00ebr t\u00eb shkollave t\u00eb ve\u00e7anta fillore dhe paraleleve t\u00eb ve\u00e7anta pran\u00eb shkollave t\u00eb rregullta, ekzistojn\u00eb klasa p\u00ebrgatitore p\u00ebr f\u00ebmij\u00eb me:<\/p>\n<ul>\n<li>shikim t\u00eb d\u00ebmtuar;<\/li>\n<li>d\u00ebgjim t\u00eb d\u00ebmtuar;<\/li>\n<li>pengesa n\u00eb zhvillimin psikik;<\/li>\n<li>invaliditet fizik;<\/li>\n<li>s\u00ebmundje kronike;<\/li>\n<li>autiz\u00ebm.<\/li>\n<\/ul>\n<div class=\"a-section-title\">\n<h3>II. Arsim i ve\u00e7ant\u00eb fillor<\/h3>\n<\/div>\n<p>N\u00eb vendin ton\u00eb ekzistojn\u00eb shkolla t\u00eb ve\u00e7anta fillore dhe paralele t\u00eb ve\u00e7anta pran\u00eb shkollave t\u00eb rregullta n\u00eb t\u00eb cilat edukohen nx\u00ebn\u00ebs me:<\/p>\n<ul>\n<li>shikim t\u00eb d\u00ebmtuar;<\/li>\n<li>d\u00ebgjim t\u00eb d\u00ebmtuar;<\/li>\n<li>pengesa n\u00eb zhvillimin psikik;<\/li>\n<li>autiz\u00ebm;<\/li>\n<li>sjellje sociale t\u00eb \u00e7rregulluar.<\/li>\n<\/ul>\n<div class=\"a-section-title\">\n<h3><strong>III. Arsim i ve\u00e7ant\u00eb i mes\u00ebm profesional<\/strong><\/h3>\n<\/div>\n<p>Arsimi i ve\u00e7ant\u00eb i mes\u00ebm profesional realizohet n\u00eb shkollat e ve\u00e7anta t\u00eb mesme profesionale p\u00ebr nx\u00ebn\u00ebs me:<\/p>\n<ul>\n<li>shikim t\u00eb d\u00ebmtuar;<\/li>\n<li>d\u00ebgjim t\u00eb d\u00ebmtuar;<\/li>\n<li>pengesa n\u00eb zhvillimin psikik.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Disa aspekte p\u00ebr edukimin dhe arsimin e f\u00ebmij\u00ebve dhe t\u00eb rinjve me nevoja t\u00eb ve\u00e7anta arsimore n\u00eb Republik\u00ebn e Maqedonis\u00eb<\/p>\n","protected":false},"author":18,"featured_media":11114,"parent":12552,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[336],"tags":[],"class_list":["post-12701","page","type-page","status-publish","has-post-thumbnail","hentry","category-organizimi"],"acf":[],"_links":{"self":[{"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/pages\/12701","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/comments?post=12701"}],"version-history":[{"count":8,"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/pages\/12701\/revisions"}],"predecessor-version":[{"id":13382,"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/pages\/12701\/revisions\/13382"}],"up":[{"embeddable":true,"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/pages\/12552"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/media\/11114"}],"wp:attachment":[{"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/media?parent=12701"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/categories?post=12701"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/broarh.localhost.mk\/sq\/wp-json\/wp\/v2\/tags?post=12701"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}