Specialiųjų poreikių vaikas bendrojo lavinimo mokykloje: ugdymo kokybės kriterijų identifikavimas

LTŠiaulių universiteto Specialiojo ugdymo mokslinis centras (SUMC) 2002 m. balandžio–gegužės mėnesiais atliko kokybinį tyrimą „Adaptuotų ir modifikuotų ugdymo programų taikymo Lietuvos bendrojo lavinimo mokykloje efektyvumo vertinimas“. Tyrime išaiškėjo, kad ugdymo programų adaptavimas ir modifikavimas yra tik dalis sudėtingos kompleksinės problemos, kuri įvairiais aspektais susijusi su specialiųjų poreikių vaikų ugdymo kokybės problema, todėl iškilo poreikis tęsti pradėtus tyrimus ir pirmiausia kokybinio tyrimo metodu gautus duomenis validuoti kiekybiniu tyrimu, t. y. ekspertų nuomonę patikrinti didelėje pedagogų imtyje. Šiame straipsnyje pateikiami duomenys, gauti įvertinus ankstesnio kokybinio tyrimo rezultatus kiekybinio tyrimo metodais. Duomenys interpretuojami kaip edukacinės realybės agentų – pedagogų – suvoktas ir aiškinamas specialiųjų poreikių vaikų integruoto ugdymo kokybės turinys. [Iš leidinio]Reikšminiai žodžiai: Specialiųjų poreikių vaikai; Specialusis ugdymas; Ugdymo kokybė; Children with special needs; Special education; Educational quality.

ENHaving accomplished legalization of special education in the system of general education and having strengthened the view that every individual is unique and valuable today all the SEN children should feel themselves safe and comfortable at school. The success of socialization and education of SEN students depends greatly on the attitude and behaviour of their peers and teachers. Both the investigation presented in this article and other investigations carried out abroad reveal that the process of special education in mainstream schools faces universal and complex problems. The situation of SEN children's education has been estimated using two methodological aspects of the investigation: qualitative (by experts) and quantitative (extensive interrogation). The results of the investigation reveal the essential factors having impact on the success of the integration of such children into institutions of general education.The investigation showed that social factors (unsatisfactory cooperation between the school and the SEN pupil's family, no assurance about continuity of the SEN child's education, changing educational institutions or rtefusing special pedagogue's assistance-because of the negative attitude of the surrounding people etc.), pedagogical factors (mainstream school teachers are not qualified enough for work with the SEN students, it is impossible for one teacher in the classroom to work according to several curricula, the system of SEN students' evaluation is not clear yet etc.), psychological factors (teachers haven't got enough knowledge of special psychology, society's and school community's negative attitude causes stigmatization the consequence of which is SEN child's low self-esteem etc.) and material factors (school environment is not suitable for SEN children, there is a shortage of teaching aids, there is no team of professionals, financial provision is not sufficient etc.) are very important. There have been identified essential structural components of SEN children's integrated education today. It seems that education of SEN children cannot be reduced only to preparation of adapted and modified programmes for education embraces such spheres as school policy, individualized education in the classroom, child's stigma and fear, approach to teaching, support to teachers, partnership between parents and school. Methodological aid to parents and teachers as well as motivation and dealing with interrelations are very acute spheres of SEN children's education. Education of SEN children in mainstream school manifests itself as complex reality demanding complex solutions. [From the publication]

• Edukologija / Education
• Sociologija / Sociology