| Abstract [eng] |
This paper analyses means of involving students with special educational needs into educational process. Using half-structured interview method, a research was carried out. Purpose of the research was to uncover what means of including students into educational process were used in general education schools in order to satisfy their special educational needs. Participants of the research were 15 elementary grades teachers and 15 subject teachers. Empirical part of the paper examines means of including students with SEN used by teachers and analyses their relevance. Main conclusions of the empirical research: 1. Educators who participated in the research mostly apply the following means of inclusion into educational process while working with students with special educational needs: group activity, differentiation of tasks, stimulation, working in pairs, individual help and help from classmates. The following methods of inclusion were indicated rarely: inclusion into conversations, evaluation differentiation and seating with more capable student. Most of means identified by the teachers (such as differentiation of tasks and evaluation, individual help, inclusion into conversations, agreements, etc.) are not entirely oriented towards inclusion, because students are working individually, they do not participate in class actively. 2. Teachers indicated the following suitable means of inclusion that stimulate inclusion of students with SEN into educational process: working in pairs, group work and help from classmates. The mentioned methods stimulate a student with SEN to involve into common class activity, to become active participant and member of the class, to collaborate; it forms positive relations with classmates and positive attitude towards students with SEN. Surveys show that the mentioned means of inclusion are not dominant in teaching practice. 3. Although most of teachers show positive attitude towards students with SEN and are looking for means to include them into educational process, some teachers are prone to delegate the responsibility for difficulties of including students into educational process to the students with SEN. |
