| Abstract [eng] |
The urgency of the research. Every child has the right to study. Although this right is based on the Constitution the Education Act of the Republic of Lithuania the Special Education Law and other laws, some of the children still face difficulties and offences of this right. While integrating pupils with special needs into the secondary schools of general education it is very important to strive not to offend this right and guarantee equal possibilities for all the children to study following the principle “school for all”. This paper for Master’s Degree aims to find out what rights pupils with special needs have in a secondary school of general education and how they are implemented, what problems are faced, and what limits the right of a pupil having special needs to get appropriate education. The main subject of the research: the problems faced while integrating pupils with special needs into the secondary schools and implementing their right to study. The objective of the research: analyse the problems of implementing the right. The approach. The research was done using the method of quistionaires. There were 2 quistionaires prepared: a semi closed type of a questionnaire for the teachers and a closed type of a questionnaire for the pupils having special needs. 92 teachers and 100 students with special needs (from the 4th to the 10th forms) integrated into the ordinary classrooms general education schools participated in the research. The research investigated teachers competences to educate children with special needs, classmates opinion on the students with special needs and the conditions created in schools of general education for pupils with special needs to study successfully. One of the goals was to find out how the students with special needs feel at school of general education, to know their opinion about the help they receive from their teachers during the learning process. It was important to get the information on what they know about the educational programs, student books, tasks especially adapted to suit their needs. Their relations with classmates and teachers were also very important to be disclosed and analysed. The research hypothesis was partially proved as the right of students having special needs is not fully implemented. Teachers do not have enough knowledge and skills to educate students with special needs. Classmates do not have a really positive attitude towards their peers with special needs. The environment is not fully adapted for the pupils with special needs. |
