Le travail analyse des enfants ayant la paralysie cerebrale, qui vivent seulemet avec la mere. Le travail devoile le processus d'education d'enfants. Il est prevu, que la protection et l'education des enfants malades de PC ne doivent pas diminuer leur independance, originalite personnelle, leur aplomb.

The subject of our paper is as follows: Special competencies of primary school teachers in integrated teaching conditions. Recently, discussions on integration of pupils with special needs into general education schools have become an important issue. Interviews with teachers demonstrate that teachers are not prepared to accept such pupils in their classes. This issue was discussed by many scholars such as J. Ambrukaitis (2002, 2004, 2005), A. Galkienė (1999, 2003, 2005), B.Valkaitienė (2004), J.Ruškus (2000, 2001, 2002), and others. Most attention was given to the defining of competencies of the teachers who work with pupils having special needs, whereas little attention was given to primary school teachers who provide the first knowledge and the basis for the pupils’ effective interpersonal communication. The problem analysed in our paper is as follows: the special competencies of the primary school teachers who work with heterogeneous forms, which are important for the education of pupils with special needs. In order to analyse the above-mentioned problem, the following goal was set: to define the special competencies which have to be demonstrated by primary school teachers who work in integrated education conditions.

A person has to realize that in order to achieve the outer harmony, the main thing remains to find the inner harmony. While the main personality’s features are being formed, we have to reveal to the students self – understanding, self – education, self – development’s possibilities. Holistic education can help a person to survive in the society if regarding human virtues as the most important. That led to the research of students’ need for holistic education, its importance and its possibilities at school. Research object – peculiarities of holistic education of 11th graders (specialised forms). Research aim – to find out the possibilities of holistic education, its importance in educational process. Research propositions : To reveal the possibilities of holistic education in developing students’ skills to adapt their knowledge acquired through different subjects, as well as the selft – expression and spread of creative thinking. To offer modular course’s programs and methods for integrated learning of art and litrrature. To analyse teachers’ attitude towards the holistic education. Hypothesis. Creative interpretation of acquired knowledge and understanding of a human being and world’s essence are caused by holistic education. Research methods : Theoretical : philosophical, psichological, pedagogic literature and school’s programs analysis that helped to reveal theoretical basics of analysed problem and to compare the previous analysts’ conclusions with the results of this... [to full text]

Tyrimas atliktas, siekiant atskleisti mokyklos bendruomenės požiūrį į specialiųjų poreikių vaikus, atskleidžiant jų patiriamus sunkumus, tarpusavio bendravimo ypatumus. Siekiant šio tikslo, buvo tiriami Vilniaus rajono mokyklų 7-9 klasių moksleiviai bei mokyklos bendruomenė. Buvo siekta išsiaiškinti, ar pasyvus specialiųjų poreikių vaikų dalyvavimas šių dienų integruotoje klasės bendruomenėje, ar jie jaučiasi vieniši, ar iš negalią turinčių vaikų dažnai tyčiojamasi, ar jie erzinami, ar specialiųjų poreikių vaikai gali tapti atpirkimo ožiais. Apibendrinant tyrimo metu gautus duomenis, galima teigti, kad specialiųjų poreikių vaikai dažnai patiria patyčias bei bendravimo sunkumus su bendraamžiais, sunkiai prisitaiko klasėje. Kartais patys specialiųjų poreikių vaikai provokuoja konfliktines situacijas. Dėl minėtų veiksnių vaikai, turintys negalią, neretai išgyvena įtampą, o tai trukdo jiems sėkmingai adaptuotis mokykloje. Kad vyktų sėkminga integracija, mokykloms reikėtų dėti daugiau pastangų darbui su specialiųjų poreikių mokiniais, klasės auklėtojai turėtų tarpininkauti įvairiose situacijose, ugdyti specialiųjų poreikių vaikų bendravimo ir konfliktų sprendimo įgūdžius, formuoti tolerancijos nuostatas klasėje. / The research was carried out to identify school community’s attitude to children having special needs, revealing difficulties they usually experience and peculiarities of communication among them. Students from 7-9 forms and school’s community from the region of Vilnius were interviewed in order to achieve this purpose. The aim of this research was to find out if the behavior of children having special needs is passive in integrated community of the class, if they feel lonely, if disabled children are often laughed at, if they are often teased, if blame is often put on children having special needs. Summarizing the results of the research, it would be possible to argue if children having special needs experience difficulties in communicating with others and are teased or face some difficulties while adapting to the class. Sometimes children having special needs provoke conflict situations. Due to the mentioned factors, disabled children often experience stress, which prevents them from successful adaptation to school. For a successful integration, schools should put more effort in working with children having special needs, the headmasters of the class should become mediators in different kind of situations, encouraging children’s having special needs communication, developing skills which would help to resolve conflict situations as well as developing tolerance in the class.