| Abstract [eng] |
The relevance of the study. Integration to comprehensive schools is a rather long and complicated process, which receives different attitudes and evaluations. Integration of students, having special needs is understandable as a chance to assure their rights to live in the family, communicate with contemporaries, and get education corresponding to their individual needs. Integration is being researched, analyzed in various aspects but there are individual features and attitudes in every school community .In this work you can find problems arising from integration process and analyzing the reasons of them according to parent’s and teacher’s attitude. Object of investigation. Integration of students, having special educational needs into teaching at comprehensive school. Study hypothesis. It’s likely that teacher’s and parent’s positive attitude to integration and their mutual cooperation would condition more successful integration of students, having special needs into teaching comprehensive school. Aim of the study. To ascertain the attitude of teachers and parents to integration of students, having special needs into comprehensive school. Goals of the study: 1. While studying and summarizing scientific, pedagogical and psychological literature to reveal the peculiarities of integration of students, having special needs into comprehensive school. 2. To analyze how the integration of students, having special needs is regulated by law acts at comprehensive schools. 3. To compare the attitude of teachers and parents of students, having special needs to the integrated education of these students at comprehensive schools. 4. To reveal positive and negative aspects of integration of students, having special needs at comprehensive school. Research methodology: On purpose to research the abilities of comprehensive school teacher’s and parent’s of student’s, having special needs it is quoted the conception of humanistic education emphasizing the attitude to a persona as a free, independent, well – rounded comprehensive conscious human being, who can comprehend one’s needs and realize having potency. Foreign scientists such as (Rogers, Freiberg, 1994) state that the most important educationist’s role is to give the person freedom and help to analyze the ability of each student, to socialize with student, their parents, to plan student’s activities. The equivalence of relations of a child and an adult has been accepted (Bitinas, 2000). Investigation and organization. The research was performed in 2010, January – February at comprehensive school of Pakruojis region and Pakruojis town, in which 202 respondents have participated. The questionnaires were given to teachers of the schools and parents of the students, having special needs. Work structure. Master’s paper consists of summary, introduction, and list of main concepts, 2 sections, conclusions, recommendations, list of literature (70sources) and 4 appendices. Studies are illustrated by 2 tables and 28 paintings. Total volume – 92 pages. Conclusions: The students, having special needs, studying with contemporaries acquire more knowledge, self – respect and motivation to participate in the process of education. Although these students are often alienated by their contemporaries and feel psychological violence. One of the integration problems today’s is the teacher’s insufficient share of responsibility with the student parents. While doing this research it was revealed that hypothesis teacher’s and parent’s positive attitude to integration and their mutual cooperation would condition more successful integration of students, having special needs into teaching at comprehensive school – was proved partly. |
