| Abstract [eng] |
In this research work there was done theoretical analysis of inclusive education conception, as well as factors of individualization in the process of education at comprehensive school. Hypothesis was set, that pedagogues, in the process of individualized education meet various difficulties which determine the quality of education for students with special educational needs. By the methods of content analysis and structural observation there was done a research, the aim of which was – to disclose and assess the factors of individualization in teaching – learning process in the aspect of quality. The qualitative data analysis was done. In the survey participated 4 comprehensive school pedagogues, 4 pupils having special educational needs. There were analysed programmes prepared at Pakruojis region comprehensive schools. In the empirical part adapted curriculum compilation and application matching with the pupils’ learning abilities and needs, as well as the individualization of educational content and the process for the schoolchildren with special educational needs, are analysed. The factors of individualization in teachers – pupil’s practice are evaluated too. Positive and negative aspects of individualized educational process are discussed. The most important conclusions of empirical research: 1. The results of analysis of adapted Lithuanian programmes content showed that there is lack of full – scale evaluation in defining pupils’ personal abilities and individual needs. Teachers’ aims are mostly abstract, oriented to objective abilities and partly matched with the pupil’s abilities. Educational content isn’t coordinated with the general educational content. Teaching methods and strategies applied are more elementary and partly corresponded to pupil’s disability. It can be stated that the process and content of education for pupils with special educational needs is individualized partly. 2. The results and analysis of pedagogues and pupils observation showed that the quality of education differ in aspect of individualization. There are set these positive aspects of individualization in the practice of pupils: pupil’s self – sense, learning surroundings. The content of education is partly coordinated with the pupils having special educational needs possibilities and abilities. In the case of pedagogues, are marked these ones: pupils’ motivating, assessment of achievements and progress. The organization process and applying teaching methods are partly suitable to pupil’s individual abilities and educational needs. 3. Hypothesis that pedagogues meet difficulties in the process of individualized education, adapting programmes for pupils having special educational needs, realizing such programmes in practice, which influence the quality of education in the aspect of individualization, was approved. |
