| Abstract [eng] |
The concept of team and teamwork is analyzed theoretically, the legal regulation of teamwork, the peculiarities of teamwork organization as well as the importance of the team and teamwork meeting special educational needs is revealed in the master’s thesis. The hypothesis of the work is that it is probable that in meeting special educational needs, the work in a team is regulate nominally, but the parties of the education process work orients to individually activities realistically. The aim of the research is to evaluate the peculiarities of teamwork organization meeting special educational needs of the schoolchildren in comprehensive school. The object of the research is the teamwork in educating the children who have special needs in comprehensive school. In order to verify the hypothesis of the research, the quantitative analysis using the questionnaire method was carried out. The amount of research is 182 respondents – 117 pedagogues and 65 parents who grow a child having special educational needs. The statistical data analysis (the methods of descriptive and multivariate statistics) was used to generalize the data of the research. The peculiarities of teamwork in the context meeting special educational needs are analyzed in the empirical part of the paper. The opinion of the pedagogues and parents on the team atmosphere, the attitude of respondents towards the teamwork, the methods and organization of the teamwork is revealed on the basis of the data received. The main conclusions of the empirical research: 1. Examination of the work team peculiarities, it appears that the child is not treated as an equal partner and is generally not included in the team which dealing and meeting special educational needs. Parents are not always involved in team meetings to dealing their children’s educational problems. 2. The interdisciplinary type of team dominates meeting special educational needs of the children. 3. The hypothesis that meeting special educational needs nominally regulate the work team, but the parties of the educational process work by orients to individually activities realistically. |
