| Abstract [eng] |
The paper deals with the theoretical analysis of the interaction peculiarities of children who have special educational needs with their peers. Interview method was conducted with the objective - interview 3-4 and 7-8 special educational needs pupils and their typically developed peers to find out the interaction features. The data of the research was generalized using the content analysis 32 persons studying in 3-4 and 7-8 grades participated in the research: 11 schoolchildren who have special educational needs and 21 pupils whose development was typical. The empirical part analyses the abilities of general education pupils to recognize their peers with special educational needs (SEN), understanding the experienced difficulties of the classmate, interaction of students having SEN with their classmates at school and beyond, the attitude towards SEN in the immediate environment of regular education students. The main conclusions of the research: 1. Interaction of 3-4 grades pupils is more positive. This demonstrates the possibility for students to be equivalent to the group in favor of his class evaluation, co-lesson, the willingness to communicate not only at school when it’s not always possible to avoid the interaction, but sometimes they create additional opportunities to interact after school, too. 2. The fact that the majority of 7-8 grades students tend to interact and collaborate with SEN classmates, do not try to distinguish them, try to help during difficulties, some teenagers create additional opportunities to interact after school shows the dominant positive interaction 3. The observed negative interaction between the main features: sometimes experienced communication difficulties, unwillingness to communicate, avoiding interaction in school and beyond, a negative attitude. 4. There is some particularity of the interaction between the different age groups. 3-4 grade students try harder to initiate joint activities, thinks of SEN peer as an equal member of the class, properly communicate with each other. 7-8 grade pupils creates additional opportunities for interaction not only at school, but also at after-school activities, and meetings and communicating in a different environment. Teenagers have more experience to cooperate in group tasks, help SEN classmates during difficulties. with the assistance of distress. Noticeable higher parental support in friendship with SEN peers, a positive assessment of the child class. |
