| Abstract [eng] |
Summary The paper deals with the analysis of the activity of the Pedagogical Psychological services based on the point of view of the participants of educational process (educators, parents) and the content of assessment documents ( 5 forms filled by PPS). Consistency of a qualitative and a quantitative research has been employed. The following methods of a semi – structured interview and a supplementary analysis of the content of the forms filled by PPS have been applied. A semi – structured interview helped to reveal the participants’ attitude towards the general tendencies of the activities of PPS including those of assessment and cognition, consulting, recommendation rendering, methodology, investigation, activity manage-ment, education of society. The analysis of the PPS forms disclosed the content of the child’s as-sessment through the following aspects: the character of the evaluative information (positive and/or negative), the relationship between the evaluative and recommendational information; the spheres of Pedagogical Psychological aid (pedagogical, psychological, and social), and the purpose (from the perspective of the participants of educational process). The criteria employed in the analysis had been used in the research by J.Ruskus, A.Alisauskas and O.Sapelyte. The descriptive statistics (per-centage, mean, frequency) and non – parametric tests (Kruskal – Wallis, Wilcoxon) have been ap-plied in the Thesis research. The presence of 20 parents, 40 representatives from schools (educators, specialists) with children or pupils being assessed and consulted at Pedagogical Psychological Services provided informative data for the analysis. The research was carried on 119 forms of 5 applications filled by PPS and collected from 93 schools that had received service from 45 PPS. The most important empirical conclusions that were drawn are: 1. The positive attitude of parents and educators towards the services provided by PPS is prevailing. Positive assessments of the parents and the educators on the performance of the functions of PPS coincide. However, the viewpoints towards the pitfalls in the activities of PPS differ. The differences in attitudes are mainly conditioned by the lack of information about the parents’ role in the Service. What is more, parents do not know well enough what kind of help they should expect on the part of the Service. 2. The suggestions given by the educators accentuate the need for the improvement of the quality, frequency and the length of the services provided by PPS. The deficiency in information about the services provided by PPS limits the educators’ abilities to propose their suggestions efficiently and points out to the statement that PPS are poorly oriented towards the involvement and enablement of the participants of educa-tional process (parents and educators). 3. The documents of psychopedagogical assessment of PPS do not efficiently reflect the parents’ or the child’ expectations. 4. The psychopedagogical assessment emphasizes negative evaluative information about the child, including his/her impairment or disability and offers formal, lacking detail recommendations of pedagogical character for the educators. The emphasis of the negative characteristics of the child in the application forms of assessment contradicts the objective of enablement, it can form negative attitudes of the participants of educa-tional process towards the child and can have a negative effect on the child’s with special educa-tional needs self – esteem and its further development. |
