| Abstract [eng] |
In the paper the theoretical analysis of integrated (inclusive) education and problem questions, as well as analysis of education individualization functions in the mainstream school are performed. Hypothesis is set, that preparation of modified and adapted curricula in the mainstream schools is the area little supported by the teachers’ practical experience which is to be improved. Curricula preparation mechanism is incomplete and undergoes improvement. With the means of questioning survey a research was performed, sought to disclose and to assess the efficiency factors of adapted and modified curricula application in the mainstream school, to pay attention at the same problem, i.e. probably teaching quality is more important that the curriculum, whether the curriculum isn’t given prominence, taking the attention away from the education process quality. Analysis of the results obtained was performed using the descriptive statistical methods: percentage distribution, arithmetical means, ratings were calculated, correlation analysis was done. To check the statistical hypotheses, chi-square criterion was employed. 111 teachers of Lithuanian language and primary forms from mainstream schools participated in the survey. In the empirical part modified and adapted curriculum compilation, application of teaching methods are analysed, evaluation of the pupils with special needs is performed, organization questions and problems of modified and adapted Lithuanian language curriculum compilation are discussed. Most important conclusions of empirical research: 1. Main difficulties, related with contents individualization and differentiation: it is difficult for the teachers to forecast learning perspective of the pupils with special needs, how and within what period the pupil can learn the material offered, what topics need extra lessons etc. 2. Teachers select the methods best assisting them to reach the education tasks and aims. However most often the usual methods are applied, granting no possibility for the pupil to disclose his/her individuality, therefore one should find an individual method suitable for the given pupil. 3. No evaluation system for the pupils learning under modified and adapted programs is defined. It difficult for the teachers to evaluate fairly the pupils with special needs: teachers doubt in preferring knowledge or efforts. 4. Hypothesis that the modified and adapted curriculum compilation mechanism is incomplete and undergoes improvement was corroborated. Education contents individualization process in today’s mainstream school is messed. Modified and adapted curricula feature little differences. |
