Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2025
|
| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.16959854 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- <div>It is common to find educational interventions with approaches that are teacher-focused, student-centered or problem-focused. But the educational outcomes of people with special needs are often linked to the psychological states of the person, parents, teachers and even the community and their social connections within an ecological system. We need to enhance the models to be more holistic, by allowing all stakeholders to actively gravitate towards positive well-being and health, while being involved in the education process. Perhaps, the late medical sociologist Aaron Antonovsky’s thesis on salutogenesis or the question of how people manage to stay reasonably healthy in spite of very challenging circumstances should be infused into the approaches used in special education (SpEd). In this chapter, we will describe how the sense of coherence is needed through our work with special needs people, parents, educators and allied health professionals. The three components of sense of coherence, namely, sense of comprehensibility, sense of manageability and sense of meaningfulness are arguably what is additionally needed for sustainable, coherent, consistent and healthy development of all involved in the long term outcome of people in special education.</div>