Specialiųjų poreikių mokinių matematinio ugdymo organizavimo ypatumai bendrojo lavinimo mokykloje

LTStraipsnyje pateikiama mokinių (N=82), turinčių specialiųjų mokymosi poreikių, galimybių mokytis matematikos bendrojo lavinimo mokykloje bei stebėtų pamokų (N=121) analizė. Nagrinėjamos penktos klasės moksleivių matematikos žinios, apžvelgiama reali specialiųjų poreikių mokinio padėtis klasėje, naudojami pagalbos sau būdai ir turimi metakognityviniai įgūdžiai.

ENThe article deals with two main problems: mathematical abilities of SEN children with specific learning disabilities and organizing work with such pupils at the lessons of mathematics in mainstream school. We've found out that out of 82 pupils who participated in the investigation 37,8% made no mistakes in arithmetic tasks, 51,22% enlarged and diminished numbers, 30,49% solved equality tasks correctly, geometrical tasks were performed by 34,15% participants. The results of separate textual tasks differed from 69,1% to 30,49%. The investigation revealed that only a small part of pupils used the methods of self-help: used dictionaries of terms and formulas, tried to make graphic pictures of textual tasks and tell them in their own words. Having observed 121 lessons in different Lithuanian schools we've found out that only 3-5 minutes were devoted to individual work with SEN children. In 29 lessons (22,3%) such pupils received no help at all.. In most lessons (57,85%) the main help was oral explanation. In 12,4% lessons teachers were expressive while presenting the tasks, 29,75% gave tasks on cards and used other teaching devices, 10,47% used a smaller number of tasks. We've missed encouragement, stimulation and praising of pupils. Only 10,74% lessons had them. There is one very acute problem - it is how to make SEN children busy at the lesson. About 9-14 minutes they do nothing or disturb their friends.