Bendrojo lavinimo mokyklos bendruomenės nuostatos į specialiąsias klases ir jų ugdytinius

Direct Link:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Bendrojo lavinimo mokyklos bendruomenės nuostatos į specialiąsias klases ir jų ugdytinius
Alternative Title:
School community’s attitude towards pupils with special needs
In the Journal:
Specialusis ugdymas [Special Education]. 2003, Nr. 2 (9), p. 73-84
Mokykla / School; Specialusis ugdymas / Special education.
Summary / Abstract:

LTStraipsnyje aptariamos mokyklų bendruomenių nuostatos į specialiąsias klases ir jų ugdytinius. Pristatomas Vilniaus mieste atliktas tyrimas, kuriame dalyvavo turinčių ir neturinčių specialiųjų klasių mokyklų mokytojai, mokiniai, tėvai, specialieji pedagogai. Tyrimo rezultatų analizė parodė, kad mokytojų ir tėvų nuostatos teigiamos ir daug nesiskiria, o tarp mokinių vyrauja neigiamos nuostatos į specialiąsias klases ir jų ugdytinius, nesvarbu, ar mokykloje yra specialiųjų klasių, ar nėra. [Iš leidinio]Reikšminiai žodžiai: Specialiųjų poreikių mokiniai; Mokyklos bendruomenė; Specialiusis ugdymas; Pupils with special needs; School community; Special education.

ENThis piece of work presents some peculiarities of the school community’s attitude towards pupils with special needs. The theoretical part attempts to ascertain the peculiarities of these attitudes as well as their to ability change during different periods. The analysis of the literature disclosed a complicated picture of the situation in this field. It becomes an actual problem in Lithuania because of the difficulties, which our teachers are facing in the process of SEN student's integration to a regular school. According the recent data the hypothesis could be made that the attitudes of the teachers who work in schools with classes of special needs as well as the attitudes of parents whose children attend such schools are more positive than those who attend ordinary schools. Another hypothesis was made that younger pupils’ attitudes were more positive than the attitude of the senior ones. The experiment has been carried out to prove the hypothesis. Three schools with special classes as well as three ordinary schools took part in the experiment. The results of the experiment reveal that teachers’ and parents’ attitudes are positive and don’t differ a lot according to the type of school (with special classes or without). On the other hand most of the teachers stated that they were not prepared to work with special needs children yet. At the same time the analysis of the results of the research disclosed a complicated character of parents’ attitudes. They are positive towards pupils with special needs only if they do not influence the education of their children. They declare positive attitude if there are no close contacts of such pupils with their own families. There are no statistically significant differences of students’ attitudes towards children with special needs.Pupils have negative attitudes towards students with special needs. This attitude doesn’t differ a lot according to the type of school. The fourth grade pupils are more positive towards students with special needs in comparison with the eighth grade students. Girls are more positive than boys are. Pupils are not prepared to communicate with special needs pupils yet. Even more, they agree to have them at school, but do not like to have close contacts with them and show tendency to escape close communication. This work is actual because it presents information about the area, which has not been much investigated. On the base of this research trends of actual research were identified: Factors which could influence the development of positive attitudes of students towards SEN children and factors which could cause the development of negative attitudes towards SEN pupils; Factors which could determine the isolation of special classes in the regular school community. Recommendations for regular schools were worked out and presented in this paper. The main aim of these recommendations is to suggest various activities, which could help to stimulate communication of SEN pupils with other students, motivate students to know the life of pupils with special needs, and have friends in special classes. The importance of creating conditions, for integration of special classes into the school community’s life, is stressed. [From the publication]

1392-5369; 2424-3299
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2018-12-17 11:19:40
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