Specialiosios (sutrikusio intelekto vaikams) mokyklos pokyčiai vykdant švietimo reformą
LTBesikeičiantis laikmetis ir su juo susijusios politinės, ekonominės, socialinės, vertybinės permainos, visuomenės poreikiai sąlygoja ir specialiojo ugdymo kaitą. Straipsnyje apibendrinami ir įvertinami specialiųjų (sutrikusio intelekto vaikams) mokyklų pokyčiai vykdant švietimo reformą. Analizuojami duomenys, gauti atlikus tyrimą Kauno apskrities specialiosiose mokyklose.
ENDiscussing the problems of the whole educational organization and changes of the directions of education we are concerned about the development of special school, the changing tendencies of educating children with intellectual disabilities. When Lithuania gained its independence, the situation of the disabled individuals changed greatly: medical, social and educational rehabilitation was started; flexible educational system enables integration of the disabled individuals into society. Progressive ideas, innovations, new projects and models of education of the disabled individuals mark the latter decade. Though spreading and realization of new ideas are impeded by the society that is not ready to accept those whose needs or learning problems are predestined by their disability and recently reduced financial possibilities of educational system. Nevertheless the changes go on. Lithuanian special schools are solving their urgent problems. They are undergoing changes as well. Data of the investigation (interrogation of pedagogues and heads of special boarding schools in Kaunas district) show that special schools (for children with intellectual disabilities) meeting the needs of the changing society opened educational classes for children with moderate and profound intellectual disabilities and for those with complex disabilities. Schools become not only educational institutions but centers of methodology and information as well.The structure of special school is changing (now special education will last for 10 years); the number of pupils in educational classes is increasing; qualification of pedagogues is getting higher (majority of teachers have got higher special education). Improving their activities, striving for better adaptation of students into society, special schools create and carry out projects and programmes important for school community, force the main directions of development, create strategic plans for school management. Pedagogues of special boarding schools have created a vision of their activities which is successful integration and sociolization of pupils with intellectual disorders. They are on their way of searches and discoveries.
