| Abstract [eng] |
The theoretical analysis of the participation of a child in satisfying the special needs of education has shown that it is possible to help the child to discover the meaningfulness of learning, the correlation between knowledge given at school and his or her interests and values while encouraging the child to participate in satisfying the special needs of education. The adults, who want to help the child to participate, must be aware of recognizing the abilities of every child. The participation of a child is related to the idea of humanistic education in the academic literature of education. The essence of this idea is to see the growing person in every child. The participation of a child in satisfying his special educational needs must be integral, not episodic one. The child has to perceive the aims of this activity and to realize why he has to do that. It is very important that a child would not become a “décor” and would have a significant role in the team in which the satisfaction of special educational needs is being designed. In Master’s degree paper hypothesis was raised-more active participation of children with special needs in educational problem solving process opens wider possibilities to influence their learning motivation. Thus adult educational process participants start to believe in children’s abilities and then they create a more congenial educational environment, which induces a child’s capacities. The methods of qualitative research (interview with the children who have special educational needs and participate in the research; a discussion in a focus group with the parents of the children who participate in the research as well as with teachers who work with those children; case analysis in natural context (school the child is learning in)) were chosen for the empirical research. These methods enabled to reveal the influence of involvement of a child in a team over the motivation to learn and believe in his abilities; to evaluate the expectations, needs and abilities for the children and adults to become equal partners; to identify the factors which encourage or limit the participation of a child in satisfying the special educational needs. The data of the research was generalized using the content analysis. 11 persons participated in the research: 2 schoolchildren who have special educational needs, both parents of every child (4 persons), 5 pedagogues who work with these two children. In the empirical part of this work child’s participation in X secondary school is evaluated, child’s incorporation applying the communication modal is analyzed and child’s participation alteration is identified. The conclusions of the empirical research: 1. An active child’s participation allows adults to observe his internal capabilities and believe in them, furthermore, it presumes a child to become an equal partner. In cooperation with a child all problems regarding special educational needs are tackled and this obviates barriers among educational process participants. Moreover, it opens the door to application of free educational paradigm. 2. The participation in satisfying the special educational needs influence the motivation of the children and positive belief in their abilities; gives the sense of total integration in the class collective for the children who have difficulties of education; becomes the basis of inclusion creation in the educational institution, enabling the child to perceive himself as an active and important member of the school community. |
