Meeting special educational needs: students’ attitude

Aprašomojo pobūdžio tyrime nagrinėjamas mokinių požiūris į patiriamus mokymosi sunkumus bei specialiųjų mokymosi poreikių (SMP) tenkinimą bendrojo lavinimo mokyklose. Straipsnio tikslas – ne statistiškai įrodyti ir pagrįsti SMP turinčių mokinių požiūrių skirtumus ar panašumus, o atkreipti dėmesį į pačią problemą, t.y. ar mokinys jaučiasi esąs ugdymo proceso pilnavertis dalyvis, ką jis mano ir jaučia; įvardyti tas problemas, kurias išgyvena vaikai, turintys SMP. Tokio pobūdžio darbų, orientuotų į mokinių požiūrių analizę, Lietuvoje trūksta. Atlikta 100 mokinių, turinčių SMP, anoniminė apklausa. Atlikus mokinių apklausą, jų stebėjimą ugdymo procese, mokyklinės dokumentacijos apie mokinį analizę, apibūdinami mokinių, turinčių SMP, ir pedagogų bendradarbiavimo ypatumai. Konstatuojama, kad mokiniai nepakankamai įtraukiami į SMP pažinimo ir tenkinimo procesą.The descriptive investigation analyses students’ subjective attitude to learning difficulties and meeting special educational needs in mainstream schools. 100 students with SEN have been questioned anonymously. After making students’ interrogation, observation in the process of education and analysis of their records there were defined peculiarities of collaboration of pedagogues and SEN students. It is evident that students’ involvement into the process of acknowledgement and meeting SEN is not satisfactory. One third of those who had been questioned don’t understand the goals of the provided special pedagogical help and accept it as a compulsory and unpleasant duty. More than one half don’t see the real causes of learning difficulties and tend to blame themselves for the hardships they are to bear. It is quite often that pedagogues ignore children’s opinion for the schoolchild is only an object of education but not and equal participant of the educational process. The role of a teacher and special pedagogue is very important while improving fulfilment of students’ special educational needs and cooperation of the participants in this process: they stimulate students’ activity in the process of education and self-education, discussing together with the students their learning problems, planning and talking about their mutual activity and everybody’s responsibility in the process of education; they teach children to help themselves, to study rationally, to be self-confident and dignified