| Abstract [eng] |
The research covers analysis of theoretical assessment in differential education methods and content application that dominate in nowadays common didactics and in the context of special education scientific provision. The raised hypothesis is that education in special schools is more differentiated of notably unequal aptitude of students and the spread of joined classes, methods, assessment and of education content aspects. The research of questionnaire inquiry and observation method raised the aim to estimate and asses application peculiarities of differentiated education in common educational institutions and special schools. The statistical (descriptive percentages, averages, rates, standard deflections, nonparametric Mann- Whitney U test) data analysis was done. There were 74 common education and 47 special schools primary classes’ pedagogues in the research of inquiry questionnaire. The observation research was done with 10 teachers from special schools and 82 students from those education institutions, 9 common education teachers and 23 students with special educational needs. The empirical part analyses gathering peculiarities of special primary classes and types of individualised programmes there, ways of teaching (learning) methods and assessment content differentiation, difficulties of educational differentiation and ability ranges of those students, who have special educational needs in common education and special schools. The main finding of the empirical research: 1. The educational differentiation on the aspects of teaching (learning) methods, educational content application and assessment are rather controversial. According to the data of pedagogues, education in the common schools is more differentiated on the aspects mentioned above. However, the data of observation research showed that teachers from special schools more often apply various individualised methods and techniques of teaching (learning), besides, they do also asses students’ attainments in differentiated ways. 2. The hypothesis that education in special schools is more differentiated of notably unequal aptitude of students and the spread of joined classes, methods, assessment and of education content aspects was proven. |
