Moksleivių bei pedagogų požiūris į specialiųjų poreikių bendraamžius

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Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Moksleivių bei pedagogų požiūris į specialiųjų poreikių bendraamžius
Alternative Title:
Pedagogues’ and students’ attitude to SN children
In the Journal:
Specialusis ugdymas [Special Education]. 2001, Nr. 1 (4), p. 22-39
Different aspects of integration are discussed as it causes a big interest. The problem became very actual because of integration of SN children and the necessity to change society’s attitude to disabled people. What concerns these changes there’s big hope expected from the youngest part of society. There has been investigated the attitude of mainstream school students to children with visual and intellectual disabilities, as having different learning possibilities and peculiarities of communication. The knowledge of mainstream school students about their peers with developmental problems is satisfactory. Many of the mainstream students participating in the investigations have a negative attitude though they have never communicated with their peers who are visually or intellectually impaired. Emotional estimation of SN children is rather negative and the motivation is rather low. Students are aware that children with disabilities should be equal but in reality they are not ready for that. Slight differences that could be associated with age and sex have been noticed concerning students’ emotional estimation, wish to communicate and general knowledge. Younger participants are more positive, girls estimate SN children more leniently, the motive of protection is more typical to them. Those differences are not essential hence the students’ age and sex are not very important speaking about their attitude to SN children. Both the students’ and pedagogue’s attitude to visually impaired children is more positive than to intellectually disabled children. Integration of visually impaired children is easier while those with mental problems cause fear, sense of danger, unwillingness to communicate because of possible difficulties or obligation to help them. Teachers don’t want to have those children in mainstream schools.; Specialiųjų poreikių vaikai; Specialiųjų poreikių vaikų integracija; Mokytojų požiūris; Moksleivių požiūris; Children with special needs integration.
Children with special needs; Pedagogues’ attitude; Students’ attitude.
Summary / Abstract:

LTIntegracija kelia didelį susidomėjimą ir nagrinėjama įvairiais aspektais. Temos aktualumą lemia sparčiai vykstantys specialiųjų poreikių vaikų integracijos procesai ir su jais susijęs spartesnio visuomenės požiūrio į neįgaliuosius kaitos būtinumas. Požiūrio kaitai daugiausia vilčių teikia jauniausioji visuomenės dalis - vaikai, neįgaliųjų bendraamžiai. Buvo tiriamas bendrojo lavinimo mokyklos moksleivių ir pedagogų požiūris į sutrikusios regos bei sutrikusio intelekto vaikus, kaip turinčius skirtingų mokymosi galimybių ir bendravimo ypatumų. Straipsnyje pateikiami duomenys ir apie pedagogų nuostatas į šių vaikų ugdymą bendrojo lavinimo mokyklose. [Iš leidinio]

ENIntegration of visually impaired children is more simple than of intellectually disabled children because of their adaptation opportunities. At the same time both intellectually and visually impaired children need their teachers’ kindness and understanding as well as their encouragement in tolerant communication with their peers. The fact that mainstream school students have such a poor experience of communicating with SN children shows that they are still isolated from each other. So far pedagogues from special schools are very passive too. Though children from special schools can participate in various performances, festivals yet there’s little common activity together with mainstream schools where children could get to know each other better. SN children’s skills of public behaviour are also poor consequently they feel tension, they are afraid to be laughed at or to appear not very attractive. Teachers, psychologists, special pedagogues, working with SN children should help them to cope with educational problems that are caused by their disability or by psychological barriers, promote their sense of being safe, psychological endurance and social skills. [From the publication]

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2018-12-17 10:58:22
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