| Abstract [eng] |
The analysis of the conception and features of inclusive education and teacher’s collaboration is carried out in the Master‘s Degree thesis. The hypothesis is raised that teachers attempt to build purposeful and constructive collaborative relations. The questionnaire method was used to carry out a quantitative study which aimed to reveal the collaborative features among teachers and special education teachers while working with students with special educational needs at secondary schools. Statistical analysis of data: descriptive statistics, factor analysis, ANOVA and Kruskal – Wallis tests were applied in the research . 168 teachers, working with students with special needs at secondary school participated in the research: 12 special education teachers, 118 subject teachers and 35 primary school teachers. The main conclusions of the empirical study: 1. Teachers expressed positive attitudes towards collaboration. Young teachers (up to age 25 or 25-35 years old) and teachers with lower qualification category tend to approve positive collaboration ideas. Special education teachers pursue the involvement of all participants of the educational process into collaboration. 2. The respondents give positive assessment of collaboration process at their educational institutions. The possibilities to turn for help to specialists or other teachers when problems occur, common activities, the possibility to express your point of view, the exchange of experience are the most favourably assessed opportunities. Difficulties occur while distributing collaborating functions, lack of enthusiasm and lack of respect among teachers. 3. Teachers most often turn for help when they need to evaluate students’ difficulties, to plan and implement their education. The majority of the respondents seek collaboration with special education teachers. Teachers working in big cities tend to turn for help during educational process, whereas teachers in small towns or young teachers tend to turn for help during evaluation and assessment process. Primary teachers and teachers with methodologist qualification category need help while planning the educational process of the students with special needs. 4. The most common collaboration activity is consultations, the most rare - collaboration while having lessons together. Special education teachers more often than others initiate diverse forms of collaboration. Teachers working in big cities and older teachers (aged 55-65) tend to observe the lessons of their colleagues. The biggest need for applying different forms and methods of collaborations were exposed at schools in the centres of the districts. 5. The hypothesis that teachers attempt to build purposeful and constructive collaborative relations was confirmed partly. The respondents positively evaluating the process of collaboration attempt to turn for help to each other in the educational institutions and seek for successful educational process together. Nevertheless effective collaboration still remains the aspiration. Key words: inclusive education, collaboration, special educational needs, co - teaching. |
