| Abstract [eng] |
Theoretical analysis of reemigrant pupils‘adaptation to school is carried out in the work. The hypothesis that reemigrant pupils‘adaptation to school is determined by good school microclimate, cooperation and assistance to a pupil is formulated. The aim of the work. To find out the reemigrant pupils‘adaptation to school. The method of questionnaire survey aimed to determine teachers‘attitude towards reemigrant pupils. Semi-structured interview method aimed at identifying the problems and the possibilities for adaptation of reemigrant pupils to general education schools. Content analysis was used for the analysis and generalization of the interview data. Expert approach was used for data validation. The program SPSS was used for the questionnaire survey data processing and obtaining the results. Windows Microsoft Excel program was used for graphic display. 5 pupils attending Šiauliai city general education schools and 170 teachers participated in the research. The empirical part of the work deals with the possibilities of reemigrant pupils‘adaptation to school. In addition, we aim to reveal teachers‘attitude towards the pupils who came back from abroad, pupils’ experiences and their possibilities to adapt to school. The main conclusions of the empirical research are the following: 1. Scientific literature analysis has revealed that the behaviour of both teachers and pupils has impact on pupils‘adaptation. There is a tendency that the friendlier teachers and pupils behave with the reemigrant pupils, the more they get acquainted with them, the more they praise and appropriately assess, explain school procedures, requirements, inform about events and take care of the difficulties, the more successful process of pupils‘adaptation to school is and, in particular, they feel more satisfied with school. 2. The empirical research has conveyed that students had problems in adaptation to school, the biggest challenges of adaptation were the difficulty of the Lithuanian curriculum, adaptability to different discipline, pupils received little help from the teachers, and the pupils themselves had to learn more in order to catch up with the study programme. The relations between the pupils and the teachers are good and their relations with classmates are normal. Sometimes they are bullied by their classmates. The teachers mentioned that the reemigrant pupils need help. The teachers defined the following major shortcomings: lack of individual work in a class, lack of teaching material, lack of experience of working with such pupils, sometimes there is a lack of pupils‘efforts and parents do not show much willingness for collaboration in solving educational issues. 3. The research has revealed that children‘s returning from abroad to Lithuanian general education schools is a new, poorly understandable and still not evaluated phenomenon. Although there is legal documents that indicates the directions of how the education of the children coming back from abroad should be organised, however the novelty of the phenomenon itself, the inaccuracy of legal documents, the school administration and teachers being not prepared, failure to recognize the problem and little experience in this matter led to the situation that a real help was not provided to the target persons, which could facilitate their adaptation to Lithuanian general education school. 4. The hypothesis formulated at the beginning of the work that the possibilities of the pupils‘coming back from abroad adaptation to school may be determined by good school microclimate, cooperation and assistance to a pupil is party proved. Good school microclimate, a pleasant and friendly collaboration of reemigrant pupils, teachers and other classmates open new ways for the solution of the problems of reemigrant pupil by avoiding traumatic integration into Lithuanian educational system. |
