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(1129) PEOPLE’S WITH SPECIAL NEEDS UNDERSTANDING OF THE QUALITY OF LIFE AND THE MEANING OF LEARNING

机译：（1129）人们特别需要了解生活质量和学习意义

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Taking into account the need to improve and harmonize the quality of life of human beings and society emphasized by the European Commission working group's formulation in the Memorandum on Lifelong Learning, as well as the knowledge about the potential of existential experience to shape a person’s attitude and subjective assessment of the quality of life, the aim of the study is to characterize the notions of the quality of life and the meaning of learning for people with special needs. In pedagogy the aspects of life quality related to a person’s individual attitude, understanding, inner freedom, knowledge, practical skills of one's own potential, learning from one’s experience throughout life are of importance. The person's ability to perceive, understand and shape one’s attitude towards different values throughout the lifetime determines a person’s subjective satisfaction with life, in other words, the subjective assessment of the quality of life. In the context of lifelong learning it emphasizes the topicality of such a dimension of learning as learning to live. In order to study the quality of life and the understanding of learning of people with special needs a questionnaire with 4 unfinished sentences and 1 unfinished question was designed. According to the random sample of clusters 90 respondents were invited to participate in the study - these were 29-77 years old people with special needs who have an acquired disability, that is, they have experienced their disability as a loss during their lifetime. Comparison of the obtained results with the results obtained analogously in two other groups of respondents: 20-24 year-old students and 70-95 year old seniors, provided an opportunity to get an idea of the impact of the existential experience lived through by a person by differentiating it from the experience which accumulates with a person’s age. A practical study shows that health and physical activity in the lives of many people are recognized as a value only after having them partially lost. People with special needs hardly ever associate the quality of life and the meaning of learning with themselves, their self-development. They more often refer to transcendental values, responsibilities allowing them to experience their usefulness in the society, and contact with other people, especially understanding and caring about them. The comparatively large dispersion within the views expressed by people with special needs points to the experience of loss as the life experience’s skill to change perceptions in a relatively short period of time, and to the fact that the experience itself is not an attitude-forming factor.
机译：考虑到欧洲委员会工作组在终身学习备忘录中的备忘录中强调的人类和社会的生活质量，以及了解存在一个人态度的潜力的知识对生活质量的主观评估，研究的目的是表征生活质量和学习具有特殊需求的人的意义的概念。在教育学中，生活质量的方面与一个人的个人态度，了解，内心自由，知识，实际技能的一个人自己的潜力，从一个人的生活中学习是重要的。这个人在整个寿命期间感知，理解和塑造一个人对不同价值观的态度决定了一个人对生活的主观满足感，换句话说，对生活质量的主观评估。在Lifelong学习的背景下，它强调了这种学习的局部的主题，因为学习生活。为了研究生活质量和对特殊需要的人们学习的理解，设计了4个未完成的句子和1个未完成的问题。根据群集的随机样本90受访者被邀请参加该研究 - 这些是29-77岁的人，具有获得性残疾的特殊需求，即他们在终身期间经历了他们的残疾。获得的结果与类似的结果进行比较，这些结果类似于另外两组受访者：20-24岁的学生和70-95岁的老年人提供了一个机会，了解存在的存在体验的影响从与一个人的年龄累积的经验中区分它来实现。实践研究表明，许多人的生活中的健康和身体活动被认为只有在使它们部分失去后的价值。有特殊需求的人几乎没有涉及生活质量和学习自己的意义，他们的自我发展。他们更常常指的是超越价值观，责任允许他们在社会中体验他们的有用性，以及与其他人联系，特别是理解和关心他们。在具有特殊需求的人们表达的观点中的相对较大的分散程度指向损失的经验，因为生活经历在相对较短的时间内改变感知的技能，以及经验本身不是一种态度形成因素的事实。

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