Tėvų, auginančių specialiųjų ugdymosi poreikių turintį vaiką, nuostatų į dalyvavimą ugdymo procese struktūra ir raiška

LTStraipsnyje pristatomas tyrimas, kuriuo buvo siekiama identifikuoti tėvų, auginančių mokyklinio amžiaus specialiųjų ugdymosi poreikių turintį vaiką, nuostatų į specialųjį ugdymą bendrojo lavinimo mokykloje bei savo dalyvavimą vaiko ugdymo procese struktūrą ir būdingiausius šios grupės tėvų tipus, atskleisti socialinių-demografinių veiksnių įtaką nustatytiems nuostatų struktūriniams komponentams. Tyrimo rezultatai parodė, jog tėvų nuostatos į vaikų specialiųjų ugdymosi poreikių tenkinimo ir tėvų dalyvavimo vaiko ugdymo procese įvairius aspektus yra daugiamatis ir daugiareikšmis konstruktas, susijęs su tokiais socialiniais-demografiniais veiksniais, kaip išsilavinimas, darbas ir šeimos pajamų dydis, vaiko amžius, ikimokyklinės ugdymo įstaigos lankymas, gyvenimo sąlygos, vaikų skaičius šeimoje. Identifikuoti keturi būdingiausi tėvų tipai. [Iš leidinio]Reikšminiai žodžiai: Specialiųjų poreikių vaikai; Ugdymo procesas; Specialusis ugdymas; Tėvų požiūris; Children with special needs; Educational process; Special education; Parents' attitude.

ENSocial changes in the Western Europe and North America in the middle of the XX century and new theories about social integration have influenced the new conception of Lithuanian education. Lithuanian educational policy is being based on the principles of humanism, democracy that are accepted in West Europe as well as on the ideas of normalization and integration. Legislative foundation has been created that is constantly being improved. Lithuanian laws of education determine not only the structure of special education, management and organization of education but the rights and duties of pedagogues, SEN individuals and their parents (guardians) as well. Attempts have been made trying to make parents more active in the process of evaluation and provision of children’s special educational needs. Since the last decade of the XX century the number of investigations concerning the problems of collaboration with parents has greatly increased. They revealed that in spite of a fairly satisfactory legislative context parents still felt themselves without any rights and separated from the educational system providing aid to their child. Very often teachers are not inclined to listen to the family’s urgent problems and parents attending the meetings choose the role of a passive observer and listener. Recently in our country the research dealing with the problems of cooperation with parents in the field of special education has increased nevertheless the possibilities of the family’s partnership and collaboration in the context of mainstream school have not been thoroughly investigated.The article presents the investigation seeking to identify the attitude of parents having a SEN child of school age to special education in mainstream school and their participation in the child’s educational process, its structure and the characteristic types of parents belonging to this group and to reveal the influence on social - demographic factors on the structural components of the identified orders. The results of the research showed that parents’ attitudes to different aspects of provision of children’s special needs and parents’ participation in child’s education are multiplex and multifarious associated with such social - demographical factors as education, job and family income, child’s age, attending pre-school institution, living conditions, the number of children in the family. There have been identified four most characteristic types of parents. [From the publication]