| Abstract [eng] |
The aim of the survey is to assess the characteristic of pupils with special needs communication and its determinants. Questionnaire and interview method were applied. The survey involved 50 pupils with special needs, 10 of whom were given a semi-structured interview. 100 secondary school pupils learning together with pupils having special needs were interviewed. The data were processed using methods of statistical analysis: descriptive statistics and analysis of statistical communications. In the empirical part pupils with special needs and their classmates’ approach to communication was examined. Pupils’ with special needs feelings, their value recognition, involvement in joint activities and participation, conflicts and their resolutions and etc. were analyzed. The survey showed that positive evaluations of communication characteristics of pupils with special needs and their classmates dominate. Pupils with special needs and their classmates’ opinions regarding interpersonal relations mostly but not on all issues are identical. Students with special needs assess their well-being in the classroom and school more favorably than their classmates. There is a lack of value recognition of children with special needs in their relations with classmates. Only half of pupils with special needs and their classmates recognize that in their mutual relations pupils with special needs feel valued. Results of the survey suggest a lack of pupils’ with special needs involvement in school life and their participation in class and school activities. Conflicts among pupils often arise because of bullying, harassment and slander, but they are mostly settled (talks and intervention of teachers and school leaders). Pupils with special needs show a high level of anxiety. Interviews revealed the ambivalence of pupils’ with special needs situation and experiences: positive are negative aspects of communication entangle. The psychosocial portrait of pupils with special needs which was drawn by the respondents is mixed and by a number of characteristics shall be judged as more negative than positive. The fact that just over half of the respondents positively evaluate all communication characteristics between pupils indicates those participants of interaction (both pupils with special needs and their classmates) lacking self-awareness and other cognitive skills and in particular - a positive communication experience. Involving pupils with unusual features in class and school team, education of tolerance for otherness should become an important educational policy and part of inclusive education practices. |
