| Abstract [eng] |
In our modern society more and more common become discussions about learning accessible to all children among their peers, despite their abilities. Introducing to schools pupils with special needs obligates to ensure them development of full value. This is a form of integration, when a child with special needs is educated in a prepared institution where there are sufficient amount of adapted tools, classrooms and professionals, selection of suitable programs, support of administration, positive attitudes, readiness of educators and collaboration of parents and teachers. The similar problem was investigated and research performed by S.Poteliuniene, J.Cesnaviciene, A. Juskeviciene, S. Sabaliauskas (2018), D. Sileikyte (2018). They investigated development of teachers’ professional competence but the subject of the primary school teachers’ competence development implementing inclusive education was investigated little , therefore questions arise about what competences are important for primary school teachers carrying through inclusive education and what opportunities of their development are. The object of the research: Primary school teachers’ competence development ensuring inclusive education. The aim of the research: To investigate opportunities of the development of the available competences for primary school teachers implementing inclusive education. The tasks of the research: 1. To analyze theoretical aspects of the inclusive education and development of teachers’ competences implementing inclusive education. 2. To evaluate competences possessed by primary school teachers for implementation of inclusive education. 3. To reveal an attitude of primary school teachers and administration to the competence development implementing inclusive education. 4. To make suggestions for the primary school teachers’ competence development implementing inclusive education The methodology of the research: It was accomplished a qualitative research combining two methods of qualitative research: focus group discussion and semi- structural interview. Interview were done with representatives of schools’ administrations. There were questioned 2 school principals and 3 deputy directors. Focus group discussion was held with 6 teachers of primary classes. It was applied a method of content analysis. Research was done observing of ethical principles. The results of the research revealed that teachers of primary classes are not ready sufficiently to implement the inclusive education. They lack work with parents, developing collaboration of schoolchildren with special needs, recognition of disorders, differentiation and individualization of tasks, attention distribution, identifying demands of schoolchildren with special needs, ability to collaborate with specialists working at school, competences of using ICT. For that reason pedagogues develop their competences necessary for ensuring inclusive education in different ways: i.e. seminars, conferences, courses, internships, watching their colleagues’ work during supervisions, methodological meetings, methodical days, reading literature books, internet sources. 1. Inclusive development first of all is oriented towards children with special needs. As this number of children is constantly increasing pedagogues have to develop their competences trying to put into practice the inclusive development qualitatively. The main forms of competence development are: educational events, watching and evaluating, study groups, individually planned activity, activity guided by an adviser, taking part in the developmental processes, research of pedagogical activity. 2. Results of the research revealed that teachers of primary classes have knowledge about possible disorders of children, development of children with special needs and psychological knowledge, they also marked out other important competences , like task differentiation and collaboration. The results of the research showed competences that are not enough: work with parents, recognition disorders of children with special needs, identifying their needs, developing collaboration, ICT usage, attention distribution, differentiation and individualization of the material. 3. After the research it became clear that teachers develop their competences at the seminars, conferences, read books and internet sources, take part in the courses, collect information from the specialists, take on internships in Lithuania and abroad, take part in the organized methodology days, meetings, supervisions. While developing their competences teachers experience different difficulties because of a little variety of trainings, insufficient profficiency of lecturers, unfavourable financial situation and indifference of parents. 4. Results of the research opened up that first of all pedagogues have to be trained well in the high schools, it is necessary more serious help to teachers from professionals developing schoolchildren with special needs, more qualitative trainings, more professional lecturers, activity of teachers themselves, bigger support from city and country authorities trying to ensure a qualitative inclusive education. |
