| Abstract [eng] |
SUMMARY Vilniaus University Faculty of Medicine The department of Rehabilitation, Physical and Sports Medicine Master of Adapted Physical Activity program Self-evaluation and emotional expression of teenagers in the integrated educational environment Adapted Physical Activity master’s thesis Thesis author: Greta Gasiunaite Academic advisor: assoc. prof. Laimute Samsoniene Keywords: adolescents, special education needs, integrated education, self-evaluation, emotions, behaviour. Aim of the research: discover SUPP and NSUPP emotional and behavioural characteristics and peculiarities in the integrated educational environment. Objectives: 1. Determine the nature of the disorder, gender and age of SUPP who are studying in the integrated educational environment. 2. Evaluate and compare the influence of educational needs, gender and age for the emotional and behavioural characteristics of the subjects for the following factors: school problems, internal problems, hyperactivity, personal adaptation. 3. Determine and evaluate the behavioural symptom index of subjects according to gender, age and educational needs. Methods and organization of the research: research was carried out in the Vilnius „Versmės“ catholic gymnasium in which both students with and without special needs are being educated. The research included adolescents aged 12 years and older. The total of 150 respondents participated in the research, who were divided into 2 groups - NSUPP (N=106) and SUPP (N=44). To evaluate the emotional and behavioural expression of adolescents, BASC-2 SRP survey questionnaire was used, which was filled out individually with a duration up to 30 minutes. Data analysis: primary results of the BASC-2 SRP survey were put into BASC-2ASSISTTM PLUS system and received data was processed with „Statistical Package of Social Sciences windows 21.0” and MS Exell 2010 programs using the following: sample mean, median, standard deviation to compare 2 non-parametric samples Mann-Witney U test was used. The difference of the results was considered statistically significant at p<0,05. Conclusion: 1. It was determined that SUPP who are studying in the integrated educational environment were more men (63proc.) than women; even 59 proc. of the subjects had complex disorders. Behavioural and emotional disorders were only found in the group of adolescents who were aged between 12-14 and chronic somatic and neurological disorders with intellectual disability were found only in the group of adolescents aged between 15-20. 2. After the evaluation and comparison of the data (behavioural and emotional factors) received by the respondents according to their age, gender and educational needs it was determined the following that Hyperactivity (p=0,03; U=1358, N=44) and Internal problems (p=0,05; U=152; N=44) scales were only influenced by adolescent special educational needs and age whereas School Problems and Personal Adjustment scales data were similar among all groups and were not influenced by educational needs, gender or age (p>0,05). All respondents, who were studying in the integrated educational environment, summarised behavioural and emotional factor was in line with the typical adolescent. 3. There were found no differences when adolescent, who were studying in the integrated educational environment, behavioural and emotional symptom index was evaluated according to gender, age or educational needs (p>0,05). Behavioural and emotional symptom index was in line with the typical adolescent (T-53). Behavioural and emotional symptom index, which shows summarised evaluation of internal and personal problems of the adolescent, according to the research showed that integrated education has an equally positive effect on the adolescent with and without disabilities regardless the educational needs. |
