| Abstract [eng] |
Relevance of the research. Every man, no matter who he or she is, has his/her own rights, however children with mental disorder experience great social stigma and preconception against them; they also encounter great obstacles when implementing their principal human rights. It is of great importance to provide persons with mental disorder with actual possibilities of education, leisure time, safe integration into the society in order they could lead a life of full value and act in a more independent way in the community. Solution of issues on education of the disabled was inspirited on the initiative of the society in our country, as a result, positive changes occurred: disabled children were allowed to live in a family; conditions for learning in community environment were created – learning at school. A good few laws regulating the rights of the disabled were passed. The object of the research – perception of rights to education and leisure time of children with mental disorder. The hypothesis of the research – it is likely that children with mental disorder perceive best their right to leisure time however the system for introduction of rights and implementation thereof should be improved. The aim of the research – to examine parents’ and specialists’ opinion about perception and implementation of rights to education and leisure time of the children with mental disorder. The instrument of the research. Questionnaire survey for parents (60 parents participated) and specialists (60 specialists participated); The methods of the research: analysis of scientific literature and legal documents, questionnaire survey. Upon analysis of scientific literature and conduction of empirical research, the major concepts of perception of rights to education and leisure time of children with mental disorder as well as introduction and implementation thereof were revealed in respect of perception of child’s own rights (opinion of parents and specialists); activity of the specialists; informing parents on the rights of their children and role of specialists/parents, introducing the children their rights. Also, the categories (perception of rights to education and leisure time of children with mental disorder) were distinguished which revealed significant statements made by the respondents on the topic of the perception, introduction and implementation of children’s rights: ways and experiences of success employed when introducing the child his rights; the aspects making the process of introduction with his/her rights easier; barriers obstructing the development of introduction of child’s rights and implementation thereof, etc. The above categories (perception of rights to education and leisure time of children with mental disorder) were distinguished on the basis of theoretical material and the material obtained on qualitative and quantitative research (n -120). |
