Specificity of the development of moral behaviour at a special school for students with mental disability

Kiekviename gyvenimo žingsnyje žmogus turi apsispręsti, kaip pasielgti. Poelgis, jo pasirinkimas atspindi individo didybę ir grožį arba jo menkystę ir nepatrauklumą. Manome, kad mokykloje svarbu formuoti aktyvią dorinę ugdytinio poziciją, kurios esminis rodiklis – žmoniškumas. Mus domino specialiosios (sutrikusio intelekto vaikams) mokyklos auklėtinių gebėjimas vertinti ir priimti dorinius sprendimus. Nežymiai sutrikusio intelekto (4 ir 9 klasės) moksleiviai atsakinėjo į anketos klausimus, atliko pateiktas užduotis. Tyrimo rezultatų analizė patvirtino respondentų dorinių žinių ir jų elgesio neatitikimus, skirtingo amžiaus ugdytinių dorinių sprendimų ypatumusA person always has to choose how to behave. An action reflects either an individual's greatness and beauty or his/her meanness and repulsiveness. We think it very important to form an active moral position of a student, humanity being its essential indicator. The formation of a moral behaviour is a complicated process, and even more so in a special school. It is often difficult for a mentally disabled child to choose the right moral norms, he/she often violates them because such a child's communication with the surrounding world is especially hampered by the peculiarities of their cognitive activities. The ability of special school students with mental disability to assess and to make moral choices has been researched. Respondents of various ages (Year 4 and Year 9) have taken part in the research. The research consisted of 4 tasks, the students had to (ill in a questionnaire and to assess given situations. The analysis of the research data allows to speak about the moral knowledge of the respondents, about their behaviour and about peculiarities of their moral decisions. The analysis of literature sources and research supports the idea of the importance of moral education of special school students. The students develop in the process of education by acquiring new knowledge, because their interests and processes of cognitive activity also develop. An important role in the implementation of the tasks of moral education in a special school falls on the special pedagogue, an interaction between the two institutions - family and school - is also importan