| Abstract [eng] |
After validation of special education in the system of comprehensive education and fixation of the opinion that none has to be isolated, that everybody is unique, all children with special educational needs should feel securely in today’s school. Education and success of socialization of schoolchildren with special educational needs are dependant most of all on attitudes and behaviour of pedagogues and classmates. Both in this presentable research and other researches accomplished in our country and abroad, it is observable that education of a child with special educational needs faces with versatile, complex problems. For evaluation of the situation of children’s with special needs education in comprehensive schools the method of interview was applied and 14 pedagogues working with schoolchildren with special needs and a representative of administration were interviewed, 140 schoolchildren, in whose classes the children with special needs study, 13 schoolchildren with special education (learning) needs and 13 parents, to whose children the special programs of education are applied, were surveyed by the method of questionnaire. The research proved that the following factors are important for meeting of special educational needs in comprehensive schools: · social (non full-rate cooperation of a comprehensive school and the parents of a schoolchild with special educational needs; the parents, on purpose to avoid negative influence of people round about, refuse programs of special education and help of specialists); · pedagogical (teachers have no enough knowledge necessary for work with children with special needs and are not able to work in several levels alone , without help); · psychological (schoolchildren are not introduced with children with special needs, their disorders, they are not prepared, trained to accept a child with special needs into their class, thus, usually, children with special needs are estranged, derided). Education of children with special needs in comprehensive school requires complete decisions. Teachers must acquire more knowledge concerning integration of schoolchildren with special needs into comprehensive schools. The comprehensive schools should perform more precise the functions of management (planning, organizing, performance, control), which determine effective work in respect of children with special educational needs. |
