| Abstract [eng] |
Hypothesis, that positive relations are the predetermining communication condition for the children with special needs at school, is set. Misbehaviour, conflicts, relationship controversies burden joining the school activities and lead to alienation. With the means of interview and questioning survey research was performed, aimed to disclose interrelation peculiarities of the children with special needs in different type institutions. Qualitative and quantitative data analysis was performed. General set of the research was made of 135 respondents. Five groups of the respondents were selected for the research: group 1: pupils with special education needs, studying in mainstream school, (n=6); group 2: children with special needs studying in special school (n=6); group 3: social teacher working in mainstream school (n=1), group 4: special teacher working in special school (n=1); group 5: pupils studying in mainstream school jointly with the children with special needs (n=121). Empirical part of the research deals with relations of the children with special needs from different institutions with their family, peers, classmates, teachers and social teacher. Attitude towards such children of the social teachers working in the mainstream and special schools is analysed. Criteria of the conversations with the social teachers are as follows: relations with family, the children with special needs, classmates, attitude towards learning and school attendance. Attitude of mainstream school pupils towards the children with special needs as well as relations and communication opportunities are analysed. The most important conclusions of empiric research: 1.The children with special needs who study in the special school, maintain more friendly relations with peers, other form pupils and teachers compared with the children with special needs from mainstream schools. The children with special education needs studying in mainstream schools feel less safe because peers and other children often jeer at them; they have less motivation and wish to learn. 2.Social teachers maintain positive relations with the children with special needs independently of the institution type, but one should note that, according to social pedagogues, children with special education needs both in the mainstream and special schools behave rudely, hastily with the peers, often cause conflicts. 3.The research disclosed that the children with special education needs studying in the mainstream school burden teachers’ work, hinder learning of gifted pupils due to their misbehaviour during the lessons, though classmates willingly communicate with such children and help them, however the children with special needs cause mercy in the others. One should note that the mainstream school pupils and the children with special education needs often are related solely by business matters. |
