Sėkmingo vaikų mokymo(si) integruotoje grupėje sąlyga - individualių skirtumų recepcija

The idea of integration policy in the democratic Europe is about tolerance to exceptional individual child features, and disability indicator reception processes in an integrated group. This is the crucial problem in Lithuania in order to accelerate the full-fledged disabled children integration at school and create conditions for them to study in the same group with healthy children. The article provides theoretical justification for the integrated children education vector, as well as conditions for successful studies (learning) highlighting internal processes going together with children studies (learning) in an integrated group. The article also explains conditions for reception of individual differences using one of he most popular methods in the European integration pedagogy practice, content analysis of inter-subjective children interaction situations in an integrated group. Child (healthy and disabled) studies (learning) in an integrated group has many advantages as it creates conditions for reception of individual differences. Children studies in an integrated group request an attitude to the child and individual differences and their tolerance creating conditions for everyone to work individually and integrate into the group work on this basis. Studies are related to the repertoire of the new pedagogical aids: dialogue, projects, “free” classes, etc., and at the same time – to the traditional teaching ones going for child initiative only based on pedagogical resourcefulness. Integrated studies serve as a condition for full adaptation, if they include opportunities for reception of individual differences