| Abstract [eng] |
In pedagogical, scientific, psychological literature we can find definitions of „empathy“, but the essence stays the same – to understand and sympathize the other person. It is said that empathy and tolerance helps to communicate. Previous opinion and lack of knowledge can be the reason to ignore and discriminate people, gaving special educational needs. Hypothesis was formed, that children, having a high level of empathy, have positive point of view to their classmates, having (SEN). Also the point of views to classmates, having SEN depends families and their values, communication with child, having SEN. The aim – to analyze the empathy and point of view of students to classmates, having SEN. Diffrent methods of analysing (quetionnaries, Reactive indexs for empathy by M.H.Davis , interview, content, case analyses) were used for reaching the right and positive information and to analize pupils tolerance and empathy in diffrent ways. The indexs of empathy was compared with same demografical rezults. According to ANOVA were compared: sexual index, index of living place and statistically imporetant indexes of empathy. 199 students (7-10 forms) from secondary schools took part in quetionaries. 10 students having a high level of empathy, 6 students, having a low level of empathy, 16 parents that were chosen according to previuos rezults of quetionnaries, 11 pedagogues or classmistress, 9 childs, having SEN their parents took part in an interview. In the empirical part was analysed the point of view of students, empathy and tolerance to a person, having SEN. If better to understand pupils point of view, the pecularity of empathy, diffrent causative connections that can influence the empathy of students, were analysed in the task. The main conclusions of empirical researsch are: 1) Most of children have the middle level of empathy. 2) Students of 7-10 forms have positive point of view to classmate, having SEN,but the bigger part has a lack of empathy. 3) Hypothesis, that point of empathy to classmate, having SEN depends on familly and its values, communication with a child (having SEN), practise and experience, was proved. Essentional needs: empathy, pupils, having special educational needs, (SEN), tolerance, point of view. |
