| Abstract [eng] |
In the theoretical part of the thesis, documents regulating Youth Schools are reviewed in order to ascertain how students with special educational needs are involved into mainstream education system, what is the role of the teachers training those students, how school and family co-operates. The aim of the research: to reveal what kind of support for a further successful adulthood life students with special educational needs can obtain in Youth School. The object of the research: support for the students with special educational needs in a Youth School. Methods of the empirical research: document analysis (school activities regulating documents, personal portfolios and records of students, other school documents), content analysis of interviews, survey analysis. 19 respondents, selected for special purpose, participated in the study - specialists and teachers working with students; parents having children with and without special educational needs; chairwoman of children‘s wealth commission: 13-16 years old students, 3 of them – with special educational needs and 3 students of regular development. In the empirical part of master thesis school students sample and its changes are analysed, support for students with special educational needs are revealed, and the school-students‘ families co-operation as well as inter-institutional networking meeting individual needs of students is analysed. Conclusions: 1. The results, based on school case study, showed that the student sample of Youth School consists of students lacking learning motivation and having behaviour problems. The vast majority of the students are from social risk environment. Although students come to Youth School with already identified special educational needs, the school not always receives proper information needed. The group of professionals set up at school observes new students and evaluates their knowledge and skills. The analysis of school documents showed, that in recent five-year period number of students has decreased, but younger students enter the school now. To most of the students the minimal supervision program has been applied. 2. Judging from the results of the research it can be said, that there are proper conditions for students with special needs to study at Youth school. Here, just like in other schools, children‘s wealth commission is established. The group of specialists helps students to study and overcome difficulties they meet. 3. According to the respondents, teachers and specialists interact constantly. School community tries to maintain close relations in order to support students. The school also interacts with the children wealth commission of the local administration, pedagogical psychological service, children rights protection service, judiciary. However, the major difficulties experienced in dealing with the family. 4. The study suggests that Youth School that participated in the research does not stand out from the mainstream education system, except to the fact that there is an exceptionally strong focus on students’ behavioural difficulties. The Youth school aims to make education accessible to each student in order to meet the individual needs of the student, and to support them to cope with difficulties. 5. According to the students participated in the study, some of them appreciate school‘s efforts, they seek to gain secondary education and have plans to study further in vocational training or adult education. |
