| Abstract [eng] |
Summary The paper deals with the theoretical analysis of the teachers’ preparedness to educate the pupils with special educational needs. It was brought up the hypothesis that general education school teachers devalue their competences to satisfy the special educational needs for the senior pupils and that is the basic influence to bear on incomplete efforts to educate these pupils. The research was fulfilled using the results of the inquest. It’s goal – to survey teachers’ attitude towards the competence to meet the requirements for senior pupils with special educational needs. The analysis of the statistic (descriptive rate, percentage) data was done. 180 general education school teachers, working with the senior pupils with special educational needs, participated in this research. In empirical part are analyzed: teachers’ preparedness to work with the pupils with special educational needs; teachers’ opinion about the education of the pupils with special educational needs; their comprehensible educational goals and accident – prone problems teaching these pupils; the self – evaluation of teachers pedagogical professional competences; teachers’ professional self – education needs. The most important empirical conclusions that were drawn are: 1. Teachers consider the pupils with special educational needs as the equal members of school community; the satisfaction of pupils’ individual educational needs is hold as the main feature of their teaching. But the achievements of learning, to teachers’ mind, mostly depend on family and a child himself. 2. Majority of teachers, training the pupils with special educational needs, seek to form elementary practical abilities and to develop their social skills. 3. Teachers face with the problems of involving the pupils into active participation in educational process most often because the pupils don’t want to talk about their problems in experience of learning and to make suggestions for their better meeting the requirements for the special educational needs. 4. Majority of teachers, self – evaluating their professional competences, make a point about incomplete ability to identify the pupils’ special educational needs, to educate the pupils with mental disorder, to prepare adapted programmes and involve parents into active participation in educational process. But teachers are able to communicate with the pupils with special educational needs and the cooperation with special education teachers is considered to be the most effective and useful. 5. These self – education forms best of all match with the teachers’ professional self – education need to get more information about the education of the pupils with special educational needs: qualification development courses, seminars, reading of scientific literature. However, most information teachers get by consulting with the members of Special Education Committee. 6. The resent research has proved the hypothesis that the teachers of general education schools devaluate their competences to satisfy the special educational needs for senior pupils and that is the basic influence to bear on incomplete efforts to educate these pupils. |
