Aklųjų ir silpnaregių mokinių integruoto ugdymo analizė

LTStraipsnyje nagrinėjami sutrikusio regėjimo vaikų integruoto ugdymo bendrojo lavinimo mokyklose 2006-2007 mokslo metais ypatumai, ypač atkreipiamas dėmesys į sunkumus, su kuriais susiduria sutrikusio regėjimo vaikai integruoto ugdymo situacijoje. Tyrimo metu sutrikusio regėjimo vaikai, integruoti į LR bendrojo lavinimo mokyklas, jų tėvai ir pedagogai užpildė straipsnio autorių sukurtas anketas. Gautų duomenų analizė atskleidė, kad daugiausia bendrojo lavinimo mokyklose integruotai ugdoma pagrindinės mokyklos klasėse. Vyresniųjų klasių mokiniai išvyksta į specialiąsias mokyklas viduriniam išsilavinimui įsigyti, nes jų manymu ten yra palankesnės mokymosi sąlygos, geriau galima pasiruošti stojimui į aukštąsias mokyklas. Kita vertus, vis daugiau sutrikusio regėjimo vaikų pareiškia norą mokytis bendrojo lavinimo mokyklose, nors mokydamiesi integruotai, susiduria su kai kuriomis problemomis. Bendrojo lavinimo mokyklos dar mažai turi priemonių, skirtų mokymosi medžiagai suvokti lytėjimu ir klausa. Per menkai arba retai mokyklų administracijos skiria lėšų mokytojų asistentų ir tiflopedagogų etatams. Sutrikusio regėjimo vaikams integruotame ugdyme yra svarbi tėvų, artimųjų pagalba, jos pobūdis nekinta: jie padeda atlikti rankų darbus ir kitas praktines užduotis, garsiai skaito vadovėlio tekstus, papildomą literatūrą. Sutrikusio regėjimo mokiniai aktyviai dalyvauja organizuojamuose renginiuose, užklasinėje veikloje, turi draugų, vis mažiau patiria patyčių. Apibendrinus tyrimų duomenis ir įvertinus sutrikusio regėjimo vaikų integruoto mokymo situaciją, pateikiamos rekomendacijos.Reikšminiai žodžiai: Akli ir silpnaregiai mokiniai; Inkliuzinis ugdymas; Blind and visually impaired pupils; Inclusive education; Aklieji ir silpnaregiai vaikai; Integruotas ugdymas; Integrated education.

ENIntegrated education of blind and visually impaired children is breaking barriers between healthy children and children with disabilities, thus equal education possibilities and career development are being created. Inclusive education is usually successfully implemented in a primary school but it raises problems in a secondary school. An increased number of subjects and different strategies organizating education cause serious difficulties for pupils' integration in a secondary school. [...] For many years blind and visually impaired children used to learn in special schools. Legalization of their integration in to mainstream schools used to raise and still raises approval, disapproval and discussions. The object of the research: peculiarities of integrated education of visually impaired pupils in mainstream schools. Hypothesis: it is likely that in mainstream schools physical environment is not adapted to visually impaired pupils, there is a lack of visual aids and large-font textbooks, etc; teachers' qualification is not sufficient for integrated education of visually impaired children. The aim of the research: to identify the peculiarities of integrated education of visually impaired children in 2006-2007 school year in mainstream schools of the Republic of Lithuania.[...] The main conclusions: 1. Integrated education is mostly present in mainstream school classes of the Republic of Lithuania. The number of pupils in primary classes is twice smaller (the smallest number is in senior classes). Senior class pupils attend special schools to gain secondary education. In their opinion, special schools offer better learning conditions, they are better to prepare for higher education. 2. Visually impaired children integrated in mainstream schools face certain problems in the study process: new information technology, constantly increasing study load, etc. Other motives such as the school is close to home, do not want to separate from friends do not have a big influence on the choice of the form of education. 3. Provision with large-font textbooks or textbooks in Braille is little. A demand for such textbooks is still big, however, school administrations do not order and buy them for visually impaired children because of a lack of finances. 4. It is difficult for visually impaired pupils to see what is being demonstrated, to read what is written on the blackboard, their eyes get tired reading small font, pupils have difficulty in reading their own writing, etc. Mainstream schools still have too few instruments used to understand teaching material by touching and hearing. Relatives help visually impaired children in integrated education is important and the character of help does not change. 6. Not many mainstream school administrations in the Republic of Lithuania a lot finances for teacher assistants and typhlopedagogues. [From the publication]