Bendrojo lavinimo mokyklų vadovų ir pedagogų nuostatos dėl specialiųjų poreikių mokinių ugdymo
| Author |
|---|
Balčiūnas, Dalius |
Kardelis, Kęstutis |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2005 | 79 | 123 | 129 |
Straipsnyje pateikiami duomenys apie bendrojo lavinimo mokyklų vadovų ir pedagogų nuostatas dėl specialiųjų poreikių mokinių ugdymo. Taikant apklausos raštu metodą buvo įvertinta vadovų ir pedagogų nuostatų raiška bei atlikta lyginamoji šių duomenų analizė. Ji parodė, kad tirtųjų grupių nuostatos dėl kvalifikacinių renginių, skirtų specialiųjų poreikių mokinių ugdymui, sutampa, tačiau skiriasi dėl šių molinių adaptacijos mokykloje. Tiriant veiksnius, galinčius daryti įtaką pedagogų nuostatoms dėl specialiųjų poreikių mokinių ugdymo, nustatyta, jog šios nuostatos susijusios su pedagoginio darbo dirbant su specialiųjų poreikių mokiniais stažu bei specialiąja pedagogine kompetencija.
Whereas the number of the students with special needs has been on the decrease, more and more of them are learning in comprehensive schools. However their adaptation can depend mostly on teachers’ and headmasters’ attitude towards them. The aim of this investigation is to reveal the expression of the above-mentioned attitude and the determinative factors of it. 215 teachers from nine Kaunas Basic Schools and 36 headmasters have been surveyed applying the method of writing. The analysis of the investigation data has shown that most teachers have a positive attitude towards the upbringing of the students with special needs: they are satisfied with the achievements of these students (59,5%) and they are ascertained that the integration of such students to a comprehensive school is successful (58,5%), though agree with the opinion that this pro-cess is being constantly troubled by the negative attitude of other contemporary students. According to the data of headmasters’ questioning, most of them (58,5%) indicate that the retardation of the abovementioned work is caused by the deficit of teaching methods, literature, and special equipment for handicapped children and insufficient competency of teachers. On the other hand, not all headmasters are being gone into the questions of the upbringing of students with special needs at school, and one part of them (41,5%) have doubts about the quality of such students’ knowledge. While investigating the factors that can make influence on teachers’ attitude towards the upbringing of the students with special needs, it was established that the above-mentioned attitude is being associated with the working experience of teaching the students with special needs and special pedagogical competency.