Bendrojo lavinimo mokyklos specialiojo pedagogo veiklos struktūra ir turinys

LTStraipsnyje nagrinėjamas specialiųjų pedagogų požiūris į teikiamą specialiąją pedagoginę pagalbą mokiniams bei tėvų ir mokytojų konsultavimą, specialiojo pedagogo veiklos bendrojo lavinimo mokykloje struktūra ir turinys. Taikytas anketinės apklausos metodas (standartizuota apklausa raštu). Tyrimo duomenys analizuojami statistiniais metodais (aprašomoji statistika, faktorinė analizė). Apibendrinus tyrimo rezultatus formuluojama išvada, kad specialiųjų pedagogų veiklos turinys bendrojo lavinimo mokykloje labai įvairus. Ypač svarbi veiklos sritis - tėvų ir mokytojų konsultavimas. Ne mažiau svarbios ir kitos sritys - mokinių specialiųjų ugdymosi poreikių įvertinimas ir specialiosios pedagoginės pagalbos teikimas SUP mokiniams. Tyrimo duomenys rodo, kad specialieji pedagogai abejoja teikiamos pagalbos efektyvumu. Tai patvirtina hipotezę, kad specialiojo pedagogo darbo kokybė ir vertė dar ne visada yra pakankama, nevisiškai atitinka pačių specialiųjų pedagogų pageidaujamą lygmenį.

ENThe main aim of a special pedagogue in a mainstream school is to increase the learning efficiency of students with special educational needs and to help teachers to teach such students. The quality of the activities of special educators is therefore of a particular concern. The functions of special pedagogues in a mainstream school are numerous: they have to define the cause of the student's learning difficulty, to estimate the level of the student's knowledge, to support students with special needs during their lessons, to collaborate with parents, teachers, to give recommendations about educating students with special needs in a mainstream school. Research object is activities of a special pedagogue in a mainstream school. Research purpose is to reveal the structure and content of special pedagogues' activities in a mainstream school. Research partners are 30 special pedagogues from a mainstream school of Šiauliai and 20 special pedagogues from a mainstream school of Rokiškis. Special pedagogues answered questions about their lessons, work with students having SEN, student support and teachers' and parents' counselling. Does the work of the special teachers stimulate the quality of teaching and learning efficiency of students, does it help in educating parents? Does the work of the special teacher meet teachers' and parents' expectations?.Conclusions: 1. The content of activities of special teachers in a mainstream school is versatile, mainly focused on consulting teachers and parents. Another sphere of activities is identifying students with special needs and providing special support to these students. 2. Special teachers collaborate with teachers; however, their collaboration with parents is formal. They inform teachers by writing and delivering reports, by organizing discussions. Information is given at meetings and conferences, in special commissions and seldom via an individual talk. 3. Special teachers are able to give information about students with special needs, about their learning styles and peculiarities; they recommend methods of teaching and literature. Only an insignificant part of special pedagogues find it difficult to estimate special needs of students. 4. Special teachers have necessary qualifications, are able to provide the services required, mainly consultancy for parents and teachers. Recommendations: 1. Parents and students with special needs should be involved in the individual learning process. 2. It would be useful to organize open lessons conducted by special pedagogues, where teachers could see methods used by special teachers and employ them in their work. 3. Special teachers have examples of individual and differentiated tasks. They should take the initiative of including them in the class activities.