| Abstract [eng] |
Master's thesis examines what kind of educational innovation applied in schools for pupils with special educational needs, and what factors contribute to the spread. The aim - to set the resolution of educational innovation in general education schools for pupils with special educational needs. The theoretical concept of educational innovation, success criteria and conditions as well as general education schools for students with intellectual disabilities change and innovation that analysis. Interview method was carried out a survey of teachers; survey data processing content analysis method. The study involved 23 teachers (special education teachers, educators, social educator) and 5 managers (directors, deputy directors) working in general education schools for students with intellectual disabilities in Klaipeda, Plunge and Rusne. In the empirical part of general education schools for pupils with special education needs, teachers and managers approach to the special significance of school education system, curriculum and organization, environmental adaptation for educational innovation in the context of internal and external factors that determine educational innovations. The main conclusions of the empirical part: 1. The data revealed that special education teachers expressed positive attitudes to educational innovation (ICT, modern training techniques and methods) and would like to use them in the educational process. The importance of links with strong competition between educational institutions and parents and the administration's expectations. Educational Innovation in these schools is mainly driven by cooperation, positive attitude to change, awareness-raising, and education policies and unfavorable economic situation, technhologijų limited availability, consistent lack of innovative activities constitute barriers to innovation expression. 2. The survey data revealed that special schools of modern ICT, special training measures do not meet the needs of teachers and students, their availability on demand. Teachers pointed out that the school's physical environment adapted for SEN pupils with an abundant variety of educational, recreational, therapeutic areas in which support is provided by speech therapists, art therapists and other specialists. All teachers individualize curriculum and modern building techniques to single teachers (autism spectrum disorders pupils applying TEACCH, ABA, structured education) by pupils. 3. Special school managers provision of educational innovation and changes are positive. Council approach coincides with teachers, institutions psychological climate, students feel at school, teacher collaboration, parents involvement in school life aspect. School managers give teachers the freedom to choose modern methods of organization of the educational process. Special purpose school leaders and educators lack of compatibility approach institutions prospects for the future and the necessary changes in the aspect. |
