Specialiosios pedagoginės pagalbos teikimas bendrojo lavinimo mokyklose : mokinių ir mokytojų požiūris

LTStraipsnyje nagrinėjamas bendrojo lavinimo mokyklų mokinių, turinčių specialiųjų ugdymosi poreikių (SUP), ir mokytojų požiūris į specialiojo pedagogo teikiamą pagalbą. Taikytas anketinės apklausos metodas (standartizuota apklausa raštu). Tyrimo duomenys analizuojami, taikant duomenų analizės metodus (aprašomąją statistiką, faktorinę analizę). Mokiniai, kurie nurodo inkliuzinio ugdymo charakteristikas, teigiamai vertina ir specialiojo pedagogo teikiamą pagalbą. Mokytojai, kurių požiūris į SUP turinčius mokinius remiasi inkliuzinėmis idėjomis ir kurie aktyviai dalyvauja tenkinant specialiuosius mokinių poreikius, teigiamai vertina specialiojo pedagogo teikiamą pagalbą. Ugdytojai, noriai priimantys SUP turinčius mokinius ir jiems padedantys, stengiasi į veiklą įtraukti ir tėvus. [Iš leidinio]Reikšminiai žodžiai: Specialusis ugdymas; Specialiųjų ugdymosi poreikių turintys vaikai (SUP); Specialioji pedagoginė pagalba; Specialiojo ugdymo komisija; Special education; Children having special educational needs; Special educational help; Special educational committee.

ENIn the article it is analyzed an attitude of comprehensive school students' having special educational needs and teachers' towards rendering assistance of special pedagogue. It was used a questionnaire method (a standardized written interview). Data of the research is analyzed, using the methods of data analysis (descriptive statistics, factorial analysis). Students who indicate characteristics of inclusion education positively value rendering assistance of special pedagogue and explain its effectiveness. Teachers whose attitude towards students having special needs appeals to inclusion ideas and who actively participate supplying students' special needs value positively rendering assistance of special pedagogue. Teachers' positive attitude determines that special pedagogues render help to students and teachers. Dominating values of teachers are inclusive. It is accepted that the best education conditions for students having special needs are in integrated school where natural interactions are created. Educators whom attitude are orientated to segregation of students having special education needs less or not participate in meetings about education questions of students with special education needs. Teachers' active participation in activities of special educational committee would be an important assumption to stimulate educators to look through discriminating attitudes' point of students with special educational needs. Majority educators positively value parents' participation in children's education and speak that all participants of the process are equal partners and are equally responsible for students' education. Educators avoiding students having special educational needs ignore parents' part in education of children. [From the publication]