| Abstract [eng] |
In the work was accomplished theoretical individualized analysis of the special educational needs of pupils. The hypothesis is broached that individualized education issues are closely linked to general education teachers’ skills, assessing student skills, according to the choice of the skills training objectives, training content, methods and techniques and outcomes of assessment criteria. Questionnaire survey method was conducted with the aim - to explore secondary school teachers in primary education, objective teachers and special education teachers and speech therapists views on the individualization of the curriculum for pupils with special educational needs. The analysis of the adapted program was made. The study included 22 primary school teachers, 33 higher school teachers, 16 specialists. Key findings: 1. Individualization of training is identified as the principle of availability, meaning that the curriculum is adapted to suit different students’ features, and each contributes to improved results. Individualization of education for students with special needs is not only educational content but also teaching methods prepared a custom tasks for which they are doing little different from their contemporaries. 2. The study showed that not for all schoolmasters suffice the available knowledge in the preparation of the adapted curriculum. Most of the schoolmasters who are preparing adapted programs they take account of pupils with special educational needs, abilities and achievements and to professional guidance. 3. Most of the adapted program is structured around the thematic content of the subjects, individualized teaching methods and techniques. However, many programs those are such important components: the individual student’s skills, training methods and performance evaluation. 4. Most of the schoolmasters form learning aims and tasks properly although occur that the same aims and goals are suggested for a few students, even though the students have the different disorders, abilities and learning problems. 5. Teaching special education needs students, the schoolmasters also mathematics, and Lithuanian language program simplifies the task, reducing the magnitude of the task allows using various materials as a reference. Objective teachers teach traditional methods of teaching, primary school teaching methods apply more diverse, and sometimes apply their own methods. 6. Hypothesis has proved that educational problems are associated with the individualization of teaching skills, assessment of student skills, according to the choice of the skills training objectives, training content, methods and techniques and outcomes of assessment criteria. |
