| Abstract [eng] |
Thesis includes theoretical analysis of educator‘s competence definition; analysis of educator‘s competence in the context of its training; analysis of meeting the requirements of educational needs of pupils with special needs at secondary school. Questionnaire survey method was used in the research with the aim to reveal the structure and development potential of teacher’s competencies in teaching children with special educational needs. There was done the statistical analysis of the data. The study involved 203 teachers in Marijampole County who work with children with special educational needs. Empirical chapter includes the discussions about characteristics of teacher competence; teachers‘ attitudes towards education of children with special educational needs and teachers‘ professional developement in this area. The main conclusions of the research: 1. Summary of the problems of teacher training highlights the fact that current changes in the life of the whole Lithuania bring new requirements for teacher competence. In their opinion, there is not enough to gain knowledge and to develope abilities and skills; teacher must be able to change from the orientation to theoretical knowledge into practical aktivities that affect the child and develope the ability to learn and to create. 2. Summary of the data of the research, according to the opinion of teachers who participated in the survey, shows the lack of education quality; the educational environment is not conducive to children with special needs neither phisically nor psychologically; education funding models so far does not warrant a full quality of special education services, especially provided at secondary schools. 3. According to the results of the research there could be said that educators‘ competence is mostly developed in the field of co-operation, motyvation of students and their support. Teachers cooperation is appreciable and developed at schools in different forms. 4. Analysis of the data of the research revealed the topical issues of education of children with special educational needs. Teachers meet various difficulties, they especially lack knowledge and abilities to organize the educational process for children with significant disability, organize work with mentally retarded students and those who have significant speech and communication disorders. 5. The analysis of the structural parts of teacher competencies shows that in the field of educational process management teachers would prefer to develop their educational excellence; the second choice is curriculum planning and development and the third choice is cognition and acknowledgement of the student. |
