| Abstract [eng] |
This thesis analyses the culture of educational organizations in implementing inclusion conditions in the education of children with special educational needs (hereinafter – SEN). The analysis is carried out from both a theoretical perspective (i.e., presenting, analysing, and summarising the theoretical aspects of the culture of educational organizations in relation to the inclusion of children with SEN) and a practical perspective (i.e., based on the conducted empirical research, providing a summary of the results regarding the existing culture in educational organizations and its impact on the inclusion of children with SEN). The aim of the thesis is to analyse the culture of educational organizations in implementing inclusion conditions in the education of children with special educational needs. Objectives of the thesis: 1. To analyse the theoretical aspects of educational organization culture. 2. To analyse the theoretical aspects of the inclusion of children with SEN. 3. To investigate teachers’, students support specialists’ and schools managements’ opinions on organizational culture in implementing inclusion conditions in the education of children with special educational needs. The methods used in the work: the method of scientific literature analysis (with its help, scientific sources were analyzed, the positions of scientists were indicated in them, their comparison and generalization were presented) and the empirical method (with its help, the aim was to clarify the position of teachers, student support specialists and heads of educational institutions working in educational institutions in implementing inclusion conditions in the education of SEN students and their attitude to the influence of organizational culture on inclusion, to find out what difficulties are encountered). Main conclusions: The organizational culture of an educational institution, i.e. traditions, values, habitual patterns of behavior and the common attitude of most members of the organization, determines whether an environment will be created in that educational institution in which every child would feel valued and respected, regardless of his or her origin, natural abilities or personal characteristics. Authors researching and describing this area note that a properly prepared educational environment significantly improves the academic achievements and general well-being of students with SEN in an educational institution. The empirical study revealed that cooperation between teachers, student support specialists and heads of the educational institution, as well as the student's parents or guardians, acquires special significance for the implementation of inclusion. This study also allows us to identify factors that help ensure the smooth integration of students with SEN in an educational institution: creating and promoting a positive attitude towards students with SEN in the institution, mutual trust, creating an empathetic and positive educational and learning environment, striving to share information sincerely, openly and without anger or resentment, but almost all study participants identify the main and most important component as benevolent and consistent cooperation between the student's family and the school and within the school community. |
