1. Children with special educational needs (SEN) achievement and progress measuring and education: Jieznas gymnasium experience in Lithuania context.

2. Content: SEN children clasification. Teather’s help for SEN children.
A problem solving approach.
Children’s progress and achievement assessment types.
Recomendations for the teachers.

3. SEN children clasification.
Disability
Disorder
Learning difficulties

4. Children, who has disabilities:
Intellectual disabilities.
Visual disabilities.
Hearing disabilities.
The movement and positioning, neurological disabilities.
A wide-ranging developmental disabilities.
Multiple disabilities.

5. Children, who has disorders:
Learning disorders
Common learning disorders
Specific learn
Reading disorders
Writing disorders
Mathematics learning disorders.
Nonverbal disorders
Emotional and bihevioral dirorders
Speech and language disorders
Complex disorders

6. Children with learning difficulties
Learning a second language, or living in another cultural / linguistic environment.
Health problems.
Unfavorable environmental factors.
Emotional crisis.

7. Children with mentioned disabilities, disorders and learning difficulties (exept intellectual disabilities) could be trained and get
Adapt primary education program
Adapt basic education program
Adapt secondary educational program
Primary education
Basic education
Secondary education

8. Students with disabilities, disorders, learning difficulties could pretend to many proffesional schools offered learning programes, if their educational, health status, motivation and their specific skills satisfy the requirements of the program they want to choose.

9. Children with intellectual disabilities could be trained and get
Individualized primary education program
Individualized basic education program
Social skills program
Learning achievement certificates

10. Students who finished an individualized program of basic education could continue their education in vocational schools according to a three-year special education needs persons training programs.

11. How teather can help for SEN student???

12. Learning assistance is necessary:
In time (when the teacher notise learning difficulties);
When the student learning level ir lower than in is hoped in educational program;
When the student doesn’t do any progress;
When the class works are evaluated as unsatisfactory;
When the student missed many lessons.

13. Learning assistance is recommended:
To apply learning task and the methods in the lessons;
Organized students help to eath other;
Strengthening students' motivation to promote achievement of the objectives;
To work with smaller groups;
Work together with education support specialists.

14. The teacher has to try traditional and alternative teaching methods and techniques.

15. A problem solving approach.
Learning difficulties
1. Learning problems identifications in the class.
2. Collect the facts about the students.
3. To discuss about the student achievements and the problems in the Child Welfare Commission.
4. Skills and achievements evaluation of the student in the Pedagogical-Psychological Office.
5. Identification of the special educational needs.
6. Conversation with parent and teachers about assessment conclusions.
7. The education according to the special educational needs.
The discution about other steps.

16. Students with SEN, learning progress and achievements, in the educational process, evaluated in accordance with program achievements. The evaluation criterias are discussed with the student, his parents, teachers.

17. Students with SEN progress and achievements of the types of assessment:
Diagnostic (usually applied SEN pupils);
Formative (usually applied SEN pupils);
Summarising;
Normalized;
Criterial.

18. When the SEN children are assess as positive
If the tasks are done well;
If the student reached the program objectives;
If the student acquired the necessary skills.

19. When the SEN children are assess as negative
When the student has potential powers, but doesn’t perform the tasks special.
If the student regularly receives very poor or very good grades, the program needs to be corected.

20. Recommendations for the teacher who is evaluating SEN students
To know SEN students' abilities and learning difficulties;
To create an individual program, so accurately, as it is posible;
To evaluate each SEN student progress;
Do not compare SEN student's achievements with the other student progress.

21. To ask, what student undertand during the lesson.
To find out the student’s opinion about him/her class work.
Allow the student self-assessment;
Always encourage the student, even for a minimal progress.