Skirtingai ugdomų nežymiai sutrikusio intelekto moksleivių akademinių ir socialinių gebėjimų lyginamoji analizė

LTStraipsnyje pristatomas tyrimas, kurio tikslas buvo palyginti skirtingo tipo mokyklose (bendrojo lavinimo ir specialiosiose) besimokančių jaunesnio mokyklinio amžiaus nežymiai sutrikusio intelekto mokinių akademinius ir socialinius gebėjimus. Tyrimas atskleidė, kad bendrojo lavinimo mokyklų ugdytinių akademiniai gebėjimai iš esmės nesiskiria, o socialiniai gebėjimai yra kur kas geresni už specialiųjų mokyklų mokinių gebėjimus. [Iš leidinio]Reikšminiai žodžiai: Akademiniai gebėjimai; Bendrojo lavinimo mokykla; Jaunesnysis mokyklinis amžius; Nežymiai sutrikęs intelektas; Pradinis ugdymas; Socialiniai gebėjimai; Specialioji mokykla; Įtraukusis ugdymas; Academic ability; Inclusive education; Junior school age, slightly impaired intelligence, social skills, Special School, Secondary School; Primary education; Social skills.

ENThe article presents the procedure and results of the research that has been performed in Lithuanian mainstream and special schools. The idea of integration of special needs children into ordinary schools has already become integrated into the mentality of educational society. However not all problems have been solved and there is the discussion constantly going on in search of the best forms, methods of integration, and it is often argued that the group of mentally retarded students benefit least from the integrated education. Thus the aim of the research was to compare academic and social abilities of young (10-11 years old) mildly mentally disabled children, who were educated in different schools: ordinary and special. 18 schools from 5 cities took part in the research. There were 60 children who were described: 30 students from ordinary and 30 - from special schools. Two hypotheses were formed. The first one: academic abilities of children with mild mental retardation at special schools are higher than those of children with mild mental disabilities at secondary schools; the second one: social abilities of children with mild mental disabilities at secondary schools are higher than those of children with mild mental disabilities at special schools. [...] Thus the research proved that the environment of mainstream schools is more favorable for psychosocial growth of young mildly mentally retarded children. However, the research has some limitations, and its results should not be generalized. The educational material becomes more difficult in senior classes and it requires higher intellectual abilities. The interests and requirements for relationships of older students also change. Thus the analogous research undertaken in senior forms could give different results. [Text from author]