| Abstract [eng] |
The paper analyzes the changes of communication between the pre-school age children with special educational needs (SEN) and their peers.The study was conducted through observation, structured interviews with the free responses and the action research methods. The subjects of the study were 20 students with SEN (aged 4- 5), 121 of their peers, 19 parents raising children with SEN, 17 teachers who teach pupils with SEN. It was revealed that communication of children with SEN and their peers is inadequatebecause they do not keep terms with their peers and fail in communication. Children with SEN in theirdaily independent routine prefer games that do not require interaction with their peers.Parents of children with SEN understand these communication difficulties asmeaningless and temporary and think that these difficulties should automatically disappear afterovercoming speech disorder or child’s character disorder. Educators of children with SEN consider thesecommunication difficulties as the children’s own individual problems, caused by the child’s traits, problems with speech or the lack of communication experience with peers. |
