| Abstract [eng] |
The theoretical work analysis was undertaken for pupils with special educational needs in general education schools and social pedagogue participation in the process of meeting the special social needs. There was raised the hypothesis that social educators are only episodically involved in meeting the pupils' special educational needs; they are included in the activities of the Special Education Commission, but rather formally. The content analysis method was used, which aimed to find out the costs of special education in school characteristics, possible shortcomings and mistakes and social opportunities for teachers to participate in special educational needs, performing the content analysis of documents. Questionnaire survey method was designed to identify teachers’ expression to the special education and to explore how the social educator's role, meeting the special educational needs, is evaluated by the social educators themselves and SEC members. The objective of the interview used in the study was to obtain the necessary information to the investigation about the special education situation in the district schools, the various features of this process, teachers and students’ experiences, their subjective views on the social educator's role, meeting the special educational needs. The study took part in the X, Y and Z areas and included 51 social pedagogues, 51 Special Education Committee Chairmen and 51 members of the commission. There were analyzed 400 documents relating to the special needs of schools. The empirical part aims to evaluate the dominant role of the social pedagogue meeting the special educational needs of students in general education schools, their provisions of the SEN children and their education. It also seeks to clarify the evolving needs and expectations of teachers for the change of pupils with special educational needs. The most important empirical findings of the study: 1. The hypothesis that social educators are only episodically involved in meeting the pupils' special educational needs was confirmed. They are included in the activities of the Special Education Commission, but rather formally and episodically. 2. Social educators, carrying out the membership functions in the Special Education Commission, face difficulties in assessing the child's skills, in formulating objectives working with them and selecting appropriate methods. 3. In the documents, which recorded children's difficulties, and capacity assessment, special education and the correction performance, social pedagogues formulate the claims which are rather vague, innumerous and informative. Social pedagogues often put more emphasis on negative characteristics of pupils and inappropriate behaviour, and very rarely mention the students’ potential capacity and the development of social skills. 4. After carrying out the comparative analysis of the results of the X, Y and Z areas which took part in the study, it can be assumed that the consistent and specific requirements allow to better meet the special educational needs and help to avoid the formalization and the extreme subjectivity, rendering social and pedagogical assistance to SEN pupils. |
