| Abstract [eng] |
The analysis in this work helped to explore the competence of the teachers in upbringing children with special educational needs and the specifics in teaching religion. The hypothesis was – the religion teachers consider the competences in upbringing children with special needs lacking and they would like to improve them. The method employed in this research was usage of written surveys, which purpose was – to find out the opinion of the religion teachers about the current and possible competences in upbringing children with special educational needs, the survey also included the topic about most common hardships those teachers encounter. The data was processed with the employment of statistical analysis: descriptive statistics and analytical statistics (Sign Test). 88 teachers of Catholic religion participated in the survey. In the empirical part of the research includes: in what spheres the religion teachers consider their abilities best and what would they like to improve in the competences of special upbringing, also aforementioned hardships: Religion teachers consider positive the current competences in providing safe environment in the special upbringing, grading the achievements, communication and collaboration competences and as lacking – competences of the management of learning process and the evaluation of students knowledge and his progress. It was discovered, that teachers would like to improve those abilities: to create emotionally warm relationships, to uphold the positive microclimate and uphold positive attitude directed to the children with special upbringing needs; to understandably provide the necessary information, interest students with the religion; to use individual evaluation of each specific student. Teachers do not wish to improve the ability to usage of individual teaching methods, collaboration with the parents. The most common hardships religion teachers encounter – the traditions of communication severely lacking, lack of teamwork, lack of experience. The hypothesis was approved just partially. Fixed lack of conformity between competences, which, in the teachers opinion, are insufficient and should be improved. |
