Specialiosios pagalbos teikimas įtraukiojo ugdymo kontekste

LTĮtraukiojo ugdymo tikslas – užtikrinti, jog visiems besimokantiems būtų sudarytos vienodos galimybės gauti kokybišką ugdymą švietimo įstaigose. Augantis specialiųjų ugdymosi poreikių vaikų skaičius bendrojo ugdymo įstaigose, didina mokinio padėjėjų skaičių gupėse/ klasėse. Pagalba vaikui, turinčiam specialiųjų ugdymosi poreikių, būna labai individuali, mokinio padėjėjui ne visada aiški, suprantama, ko iš jo tikimasi. Šis tyrimas orientuotas į specialiosios pagalbos teikimą vaikams su individualiais ugdymosi poreikiais. Straipsnyje nagrinėjamas specialiosios pagalbos teikimas bei mokinio padėjėjo gebėjimų, kompetencijų plėtojimo aktualumas įtraukiojo ugdymo kontekste. Atliktas tyrimas parodė, jog ikimokyklinio ugdymo ir pradinio ugdymo pedagogų požiūriu pozityviai vertina mokinio padėjėjų bendravimo ypatumus su specialiųjų ugdymosi poreikių vaikais (pagarbią elgseną, gebėjimą kontroliuoti savo jausmus, emocijas, kantrumą, dėmesingumą), pakankamai supranta jų individualius poreikius, derina veiklas su mokytoju, bendradarbiauja su kitais ugdymo proceso dalyviais (švietimo pagalbos specialistais), tačiau mokytojai akcentuoja, jog teikiant specialiają pagalbą stokojama gebėjimų dirbti su ugdytiniais, turinčiais elgesio problemų, tinkamai paaiškinti pateiktą mokymo turinį atsižvelgiant į ugdymosi sunkumus, skatinti šių ugdytinių savarankiškumą, informuoti mokytoją apie vaiko daromą pažangą. Mokinio padėjėjas atlieka įvairius vaidmenis, teikdamas pagalbą ugdytiniui grupėje/ klasėje. Įvairios ugdomosios veiklos reikalauja skirtingų mokytojo padėjėjo gebėjimų darbui su vaikais, turinčiais individualių poreikių. Raktažodžiai: specialioji pagalba, mokinio padėjėjas, įtraukusis ugdymas. [Iš leidinio]

ENToday, the educational process is modelled in such a way that all children with different abilities and needs can participate. Inclusive education aims to ensure that all learners have equal access to quality education in educational institutions. The concept of inclusion is considered progressive, linked to the successful participation of all learners in the overall educational process, because it is based on the idea that all children are different. The number of children with special educational needs (SEN) in educational institutions who require a range of educational support increases every year. The emphasis on inclusive education in the educational process has led to an increase in the provision of special assistance in educational institutions. In this process, the teacher alone is no longer sufficient to educate children in a group/classroom. Not only special educational, psychological and social pedagogical support is important, but also special support aimed at increasing the accessibility of education and the independence of the pupil. process, because it is based on the idea that all children are different. The article focuses on the provision of special assistance and the relevance of the skills of the pupil assistant. In summary, there is not much research on this topic in Lithuania, but with the growing need for educational support professionals, interest in this activity is expanding. Researchers have investigated the roles of teacher assistants, what activities they perform, how they cooperate with the teacher, what difficulties they encounter, the relationship between teacher assistants' education and classroom work with the teacher/pupil, the directions and possibilities of teacher assistant activities, and the activities of the teacher assistant in the community of teachers. The purpose of the support is to increase access to education and pupil autonomy.All children should have the potential to succeed, and none should be left behind because of their individual capabilities. It can be argued that the emphasis on inclusive education in the educational process is leading to an increase in special assistance in educational institutions. The development of teaching assistants' competences and professional knowledge is particularly encouraged, as secondary education alone is not enough for a teaching assistant. The results are not representative, but they do help to identify current trends in the provision of special assistance to children. The relevance of special assistance is clarified by key problematic issues: 1. What is the need for special assistance in the context of inclusive education? 2. What kind of special assistance is provided for children with special educational needs? What knowledge, skills and abilities are needed for a pupil assistant? The object of the research - is special support in the context of inclusive education. The aim of the research is to analyse the provision of special assistance in the context of inclusive education. The results of the research. The methods of the research: 1. Analysis of scientific literature and documents. 2.Quantitative research method - written survey. Participants - the sample consisted of pre-school and primary school teachers, i.e. 64 participants: 28 primary school teachers and 36 pre-school teachers. Teachers whose group/classroom provides special support for SEN children were selected. Conclusions: today, the educational process is modelled on the creation of a flexible educational environment in which all children with different abilities and needs can participate.Inclusive education in educational institutions raises issues related to the activities of the special needs assistant in the educational process: the ability to interact with pupils and create a safe environment, to involve the pupil in educational activities, to help the pupil to behave in a socially acceptable way, to navigate the environment, to collaborate with other actors in the educational process, and to consult. From the point of view of pre-school and primary education teachers, they positively evaluate the peculiarities of communication between teaching assistants and SEN pupils (respectful behaviour, ability to control feelings and emotions, patience, attentiveness), they sufficiently understand their individual needs, and they coordinate activities with the teacher, cooperate with other actors in the educational process (educational support specialists), however, teachers stress that special assistance lacks the ability to work with pupils with behavioural problems, to properly explain the content of the curriculum in relation to their learning difficulties, to promote their independence, and to keep the teacher informed about their progress. The teaching assistant plays a variety of roles to support the pupil in the group/classroom. The different activities carried out require different skills of the teaching assistant. Keywords: special support, special needs assistant, inclusive education. [From the publication]

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