Mokytojo padėjėjo vaidmenys bendrojo lavinimo mokykloje
| Author | Affiliation | |
|---|---|---|
Polučanskienė, Teresė | ||
| Date |
|---|
2012 |
Mokytojo padėjėjo pagalba bendrojo lavinimo mokykloje – dar pakankamai neįprastas ir menkai tyrinėtas reiškinys. Straipsnyje nagrinėjami šio pagalbos specialisto vaidmenys, jo veiklos pobūdis, mokytojų lūkesčiai mokytojo padėjėjų atžvilgiu.
or non-single performance of one function affects other functions as well. This worsens ąuality of the entire education process rather than individual activities. Results of the study have shown that, nevertheless constant communication does exist, there is no systematic communication, communication most often appears on demand, it is almost never planned and preventive communication does not exist. To make the activity qualitative cooperation between all providers of specific assistance, assistant teachers, teachers and parents should be closer and more planned.
As the disabled children have been integrated in comprehensive schools their teachers encounter many problems. Therefore, analysis of assistant teacher func- tions and description of his / her roles in a comprehensive school has become rel- evant. To resolve the issue the following aim of the research was put: to reveal basic roles of assistant teacher in creating favourable learning environment for children with specific education needs in comprehensive schools. To achieve the said aim Severai tasks have been formulated: to analyze theoretical bases of specific assistance; to reveal expectations of comprehensive school teachers and schoolchildren parents in regard of assistant teacher functions; to evaluate functional singleness of roles of assistant teachers vvorking in comprehensive schools; to ascertain relations of assistant teacher activity with activities of other participants of educational process and to give suggestions on training assistant teachers. The empirical study carried out has disclosed sočiai expectations: an assistant teacher should be in each and every class, he / she must have specific pedagogical and psychoiogical education, help children with specific needs to cooperate with teachers, help teachers and children do their tasks, move across a school and orient in the environment. Results of the study show an assistant teacher has the following roles: he/she is an assistant to a teacher, an assistant to a child, an intermediate between a child and a teacher, a supervisor and a friend. To evaluate singleness of the roles nature and intensity of assistance to teachers has been explored to identify assistant teacher has the following functions as a specialist: enabling, educating-enlightening, correcting, evaluating, consulting, coordinating and social educating. All the said functions are really important, closely interrelated and intertwined, while non-qualitative