| Abstract [eng] |
In the thesis there was done theoretical analysis of conception of educational individualization at comprehensive school and it was settled that individualization process of educational content is determined by a complex of factors: prepared valid juridical normative base, regulating special training, public provisions, and effectual stereotypes, cultural and social context of a certain educational institution, attitude, knowledge, abilities and such their subjective features as dutifulness, responsibility, etc. of people, who participate in the process of estimation, designation and organization of special training needs. Interposed hypothesis: 1.Pedagogues, adapting programmes of general education, meet difficulties in assessing a child’s abilities, formulating aims, content and choosing appropriate methods. 2. It is believed that a suitably structured and clear educational content adaptation strategy may have positive influence for pedagogues’ competence to individualize educational content for schoolchildren having special educational needs. By the method of content analysis there was done a research, the aim of which was after having opened and estimated positive and negative aspects of content adaptation of general programmes in educational practice, to prepare strategy of program adaptation and estimate its effectiveness individualizing educational content for the schoolchildren having special educational needs. There was done a comparative analysis of earlier and newly prepared adapted programmes. By the method of questioning form it was wanted to determine and estimate benefit of newly arranged educational adaptation strategy, satisfying schoolchildren’s special educational needs. Statistic data analysis was done. The aim of method of sectional interview was to get information about situation of special education at regional schools, peculiarities of the process, experiences of teachers and schoolchildren, their subjective opinion about adaptation of general programmes. Striving to arrange an adaptation strategy of effective general programmes, and estimate its effectiveness, there was done an activity research, that consisted of these actions: 1) sectional interview; 2) preparation of adaptation strategy of educational programmes; 3) presentation of adaptation strategy of educational programmes to the community of pedagogues; 4) prepared realization of adaptation strategy of educational programmes, consultation of pedagogues; 5) content analysis of newly prepared adapted programmes; 6) estimation of educational adaptation strategy, fixation of changes There were analysed 400 adapted programmes, prepared at Jurbarkas region comprehensive schools, questioned 70 teachers and 24 special pedagogues. Main conclusions of experiential research: 1. Hypothesis that pedagogues, adapting general programmes, meet difficulties in assessing a child’s abilities, formulating aims, content and choosing appropriate work methods, was approved. 2. There was done and offered to practicians educational program adaptation strategy, that optimally allows to individualize adaptation of educational content for the schoolchildren with special educational needs. Pedagogues were given theoretical knowledge and practical competences how to perfect individual child’s cognition, follow objective criterions, allowing to identify a level of academic knowledge, foresee a concrete result, plan educational methods and means. 3. The results of analyses of effectiveness of educational program adaptation strategy showed that united and concrete requirements allow better to individualize programmes, help to avoid formalism and extreme subjectivity, giving a help to a pupil with special educational needs. A united strategy enables more effectively to co-ordinate organization of special education and stimulates collaboration of pedagogues and specialists. 4. Having done comparative analyses of earlier prepared adapted programmes and the programmes prepared during implementation of new adaptation strategy in Jurbarkas region, can be stated that a new program individualization model allows more effectively to co-ordinate factors, influencing quality of special education, strive for objectivity and satisfy substantial aims of education. Essential words: special education, schoolchildren having special educational needs, individualization of education, adapted programme. |
