| Abstract [eng] |
The paper deals with the variety of opinions of mainstream school community members’ about the integrated education of children with special educational needs (SEN children) also how these opinions have been turnover from the beginning of the integration’s process. Hypothesis: there are some discrepancies between the theoretical pattern of integration and it’s practical adaptation with discourages the qualitative progress of the integration’s process. The controversial attitudes of the mainstream school community can be found which could adversely operate the integrated training pupils socialization. The review of similar navigated investigations was done using content analysis method on purpose to penetrate the alternation of the integration process members. Questionnaire survey method was used to accomplish the research which purpose is to investigate the attitude of mainstream school teachers, pupils and their patents about the SEN children and to appreciate how SEN children feel themselves in the school environment. The presence of 130 mainstream school pupils with SEN and non-disabled children, 75 their parents also 115 general teachers from various Lithuanian regions caused a successful research. The most important empirical conclusions that were drawn are: ● Community members of mainstream school are benevolently and tolerantly minded in point of SEN children enough. The attitudes of parents are even more positive than their children’s are. SEN children feel fairly good like the others in the school environment. One-half of teachers’ positive attitudes are shaded with the disability to frame qualitative individual educational programs and effectively differentiate self-attention to different children during the lessons. ● Integrated education of SEN children is practicable quite successfully although with evidence of controversial community members’ attitudes which gradually become increasingly more positive and integration by itself becomes more natural, understandable and acceptable majority of it’s participants. ● Hypothesis is confirmed: negative teachers’ emotions for the lack of practical knowledge and capacity while working in heterogeneous class prevent the qualitative growth of the integration process, though their theoretical knowledge is sufficient. Keywords: children with special educational needs (SEN children), integrated education, mainstream school. |
