A pilot-study was used to investigate, types of assistance, assessed needs, outcomes and effects of special-needs assistance given to a subsample of compulsory school pupils in an effort to develop an evaluation strategy for identifying educational impacts of specific special-needs inputs.  Preliminary results indicate a tendency for postive outcomes for most pupils in the pilot group (n = 11) but also that many pupils have residual difficulties.  Pupils with residual difficulties mostly required special education asssitance with Maths, English or Swedish.  More pupils also needed support with behavioral difficulties.  More research and an expanding knowledge base is required in order to effectively evaluate outcomes of teacher support.  Schools need help in devising different methods of assistance and particularly for pupils with behavioral difficulties.

Abstract   The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes.   This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree that all students should be included in regular education, because learning occurs in the interaction between individuals. No one should be excluded from their regular classroom. But for students with special needs to receive an equal education, there should be more resources in the classroom. Special educators should be more involved in the regular teaching, to create conditions to a school for all pupils.     Keywords: Inclusion, pupils whit special educational needs, regular classroom teaching, special education, teaching strategies, a school for all.

Magistro darbe atlikta teorinė specialiųjų poreikių vaikų ugdymo proceso bendrojo lavinimo mokykloje ir metaforinio mąstymo patarlėmis ypatumų analizė. Tyrimo hipotezė: tikėtina, kad specialiųjų ugdymosi poreikių mokinių metaforinio mąstymo lygmuo yra žemesnis nei bendraamžių ir tai siejasi su didaktinio proceso ypatumais, todėl sistemingas ir kryptingas mokymas suprasti patarlių perkeltinę prasmę lavins ir spartins metaforinio mąstymo vystymąsi. Tyrimo metodai: mokytojų ir mokinių anketinė apklausa; ugdomasis eksperimentas; duomenų apdorojimas. Tyrime dalyvavo 52 pradinių klasių mokytojai ir 644 mokiniai iš Marijampolės ir Vilkaviškio bendrojo lavinimo mokyklų. Eksperimentiniame tyrime dalyvavo 10 trečios ir 12 ketvirtos klasės specialiųjų ugdymosi poreikių turinčių mokinių iš Vilkaviškio Salomėjos Nėries vidurinės mokyklos. Empirinėje dalyje nagrinėjama: mokinių perkeltinės patarlių prasmės supratimas; mokymo metodų taikymas metaforinio mąstymo lavinimui; metaforinio mąstymo ugdymo rezultatai. Empirinio tyrimo išvados: 1. Inkliuzinio ugdymo idėjos ir heterogeninis mokinių grupavimas lemia ne tik poreikių įvairovę klasėje, bet ir reikalauja individualizuoto požiūrio parenkant ir taikant mokymo metodus, būdus, kurie užtikrintų, kad kiekvienas mokinys įgytų tvirtas žinias, būtų formuojama jo pasaulėžiūra, savarankiškumo įgūdžiai bei lavinami intelektinai gebėjimai. Vienu iš intelektinių gebėjimų galime laikyti metaforinių tekstų – patarlių, supratimą. Heterogeninės klasės... [toliau žr. visą tekstą] / In work of the master was leading the theoretical analysis of features of properties of thinking with metamorphoses of proverbs for process of education of children with special needs. Hypothesis of research: there is an opinion, that for education of pupils with special needs of metamorphosis of thinking the level is below rather than at their schoolfellows and it is connected with didactic of process features, therefore the purposeful and regular doctrine of understanding of proverbs in a portable kind been educate and will accelerate development of metamorphosis a level of thinking. Methods of research: questionnaire of teachers and pupils; educational experiment; data processing. 52 teachers of initial classes participated in research and 644 pupils from comprehensive schools from Marijampoles and Vilkaviskis. In experiment research was participated the ten of third class and twelve pupils from fourth class having special need of education from Vilkaviskio Salomejos Neries high school. In empirical part it has been investigated: portable concept of sense of a proverb pupils; use of methods of training for development of metamorphosis thinking; results of research of metamorphosis thinking. The conclusions of research of metamorphosis thinking: 1. Ideas of inclusive education and the heterogeneous pupils of grouping defines not only a version in a class but also demands an individual sight choosing and using methods of training, kinds which would provide that each pupil... [to full text]

The diploma thesis aims at the present situation of inclusion or common school system education in the environment of primary school, specifically in Art lessons. The theoretical part defines fundamental terms and describes the current state of this issue on the basis of professional literature and present laws. The aim of the empirical part is to acquire experience of Art lesson pedagogues working with pupils with special educational needs. Essential is an integration of these pupils into regular process of education, function and utilization of teaching assistant and other specifics of inclusive education. Qualitative research, observation method, dialogue and auto-evaluation of the video record. Key words: inclusion, education, Art, pupils with educational special needs

Darbe atlikta teorinė inkliuzinio ugdymo sampratos, ugdymo(si) individualizavimo veiksnių bendrojo lavinimo mokykloje analizė. Iškelta hipotezė, kad pedagogai, individualizuodami ugdymo procesą, patiria sunkumų įvairiuose ugdymo individualizavimo srityse, kurie lemia specialiųjų ugdymosi poreikių turinčių mokinių ugdymosi kokybę. Turinio (content) analizės ir struktūruoto stebėjimo metodais buvo atliktas tyrimas, kurio tikslas – atskleisti ir įvertinti ugdymo(si) individualizavimo veiksnius kokybės aspektu. Atlikta kokybinė gautų duomenų analizė. Tyrime dalyvavo 4 bendrojo lavinimo mokyklų pedagogai, 4 specialiųjų ugdymosi poreikių turintys mokiniai. Buvo išanalizuotos 4 adaptuotos programos. Empirinėje dalyje analizuojamas adaptuotų programų pritaikymas individualiems mokinių gebėjimams ir poreikiams. ugdymo(si) turinio ir proceso individualizavimas. Vertinami ugdymo(si) individualizavimo veiksniai pedagogo ir mokinio veikloje. Aptariami ugdymo(si) individualizavimo teigiami ir neigiami aspektai. Svarbiausios empirinio tyrimo išvados: 1. Lietuvių kalbos adaptuotų programų turinio analizės rezultatai parodė, kad programose trūksta išsamaus mokinio gebėjimų ir individualiųjų poreikių įvertinimo. Pedagogų keliami tikslai labiau abstraktūs, orientuoti į dalykinių gebėjimų ugdymą ir dalinai susiję su mokinio gebėjimais. Ugdymo(si) turinys nederinamas su bendrojo ugdymo turiniu. Mokymo būdai ir metodai parinkti labiau elementarūs ir dalinai atitinkantys mokinio negalę. Galima... [toliau žr. visą tekstą] / In this research work there was done theoretical analysis of inclusive education conception, as well as factors of individualization in the process of education at comprehensive school. Hypothesis was set, that pedagogues, in the process of individualized education meet various difficulties which determine the quality of education for students with special educational needs. By the methods of content analysis and structural observation there was done a research, the aim of which was – to disclose and assess the factors of individualization in teaching – learning process in the aspect of quality. The qualitative data analysis was done. In the survey participated 4 comprehensive school pedagogues, 4 pupils having special educational needs. There were analysed programmes prepared at Pakruojis region comprehensive schools. In the empirical part adapted curriculum compilation and application matching with the pupils’ learning abilities and needs, as well as the individualization of educational content and the process for the schoolchildren with special educational needs, are analysed. The factors of individualization in teachers – pupil’s practice are evaluated too. Positive and negative aspects of individualized educational process are discussed. The most important conclusions of empirical research: 1. The results of analysis of adapted Lithuanian programmes content showed that there is lack of full – scale evaluation in defining pupils’ personal abilities and individual needs... [to full text]

<p>Syftet med min uppsats är alltså att ta reda på hur man kan underlätta elevers, som har Aspergers syndrom eller visar tecken på att befinna sig inom kriterierna för diagnosbedömningen utav Aspergers syndrom, vanliga skolgång. Den metod jag har använt mig av i undersökningen är kvalitativa intervjuer.</p><p>Det resultat som framkommit är att de intervjuade pedagogernas verktyg för att jobba med elever som har Aspergers syndrom kan man likväl använda i det vanliga klassrummet, med små förändringar. Med god planering, tydliga regler, tydliga rutiner, ett öppet sinne och tydlighet så funkar de intervjuades arbetssätt även i det vanliga klassrummet. Något som framkom i en intervju var att man önskade sig en egen läroplan för elever med Aspergers syndrom med tanke på att dem ibland kan behöva mer träning inom det som hör till det sociala livet så att säga och att man inte hinner med det på samma sätt eftersom man har läroplanen att följa till punkt och pricka.</p> / <p>The purpose of this paper is to examine how to make the regular school attendence easier for children with Asperger´s syndrome or children which haven´t got the diagnosis just yet. The study is based on interviews with four educationalists. The results shows that the tools the interviewed educationalists use in their work can be applied on the regular school class work, with small changes though. With good planning, legible rules, legible routines, an opened mind and just to be legible are working for the interviewed so it will work for an ordinary educationalist as well. Another thing that the results showed was that some of the interviewed educationalists wished for a special curriculum for pupils with Asperger´s syndrome since they often need more social training then the present curriculum allows.</p>

Syftet med min uppsats är alltså att ta reda på hur man kan underlätta elevers, som har Aspergers syndrom eller visar tecken på att befinna sig inom kriterierna för diagnosbedömningen utav Aspergers syndrom, vanliga skolgång. Den metod jag har använt mig av i undersökningen är kvalitativa intervjuer. Det resultat som framkommit är att de intervjuade pedagogernas verktyg för att jobba med elever som har Aspergers syndrom kan man likväl använda i det vanliga klassrummet, med små förändringar. Med god planering, tydliga regler, tydliga rutiner, ett öppet sinne och tydlighet så funkar de intervjuades arbetssätt även i det vanliga klassrummet. Något som framkom i en intervju var att man önskade sig en egen läroplan för elever med Aspergers syndrom med tanke på att dem ibland kan behöva mer träning inom det som hör till det sociala livet så att säga och att man inte hinner med det på samma sätt eftersom man har läroplanen att följa till punkt och pricka. / The purpose of this paper is to examine how to make the regular school attendence easier for children with Asperger´s syndrome or children which haven´t got the diagnosis just yet. The study is based on interviews with four educationalists. The results shows that the tools the interviewed educationalists use in their work can be applied on the regular school class work, with small changes though. With good planning, legible rules, legible routines, an opened mind and just to be legible are working for the interviewed so it will work for an ordinary educationalist as well. Another thing that the results showed was that some of the interviewed educationalists wished for a special curriculum for pupils with Asperger´s syndrome since they often need more social training then the present curriculum allows.

The aim of this paper is to shed some light on to what extent the process of making reality of Inclusion, as stated in International Declarations and in Government policies, has reached the actual educational activities in the school system. My chosen method is a case study, in which I have combined a survey with interviews in order to retrieve enough data for my analysis. I have also studied a number of policy documents and relevant literature. My analysis concludes, for the school that I have chosen to study, that there is still a lot to be done before inclusion becomes a reality. There are many obstacles to overcome, for instance; a constant struggle to obtain enough resources and to reach relevant levels of competence within the personnel. My study indicates that the current municipality states educational policies, regarding inclusion, that rest on the principal that there will be additional resources available in the classroom. However there is little chance that the school will have the means to apply such extra resources without additional financial and educational support from the municipality. Another worrying fact that appears through my study is that the system for student admission, as stated by the munici­pality, lets new pupils, often with special educational needs, continuously and directly in to the school. This system makes it difficult for the school management to produce endurable plans and achieve a balance in resources that align with the given financial frame. The study also shows the importance of how the interpretation of the concept of inclusion is being made. In the case of the studied school the interpretation has lead to a massive workload on the regular classroom teachers, who have been given an extensive responsibility for the teaching and documentation of every student. This responsibility does not match the capability, which has lead to the up building of an extensive non-inclusive activity, just to be able to keep up and to be able to “survive”.

Baigiamojo magistro darbo teorinėje dalyje buvo atskleisti SUP turinčių mokinių ugdymo integracijos procesai, ugdymo specialiojoje mokykloje ir integruoto ugdymo bendrojo lavinimo mokykloje bruožai bei individualizuotų programų taikymo specialiųjų poreikių vaikams taikymo teoriniai aspektai.Empirinėje darbo dalyje pateikiamas kiekybinis tyrimas, kuriuo metu respondentai įvertino įvairių SUP turinčių mokinių ugdymo formų (integruoto/inkliuzinio, bendrojo lavinimo mokykloje specialiojoje klasėje, specialiojoje mokykloje ir ugdymo namuose) tinkamumą bei jų taikymo ypatumus. / Master thesis theoretical part revealed an integration process of pupils with special educational needs, features of special education in special school and education in comprehensive school and individualized programs for children with special needs for the application of the theoretical aspects.The empirical part of the presentation of quantitative research in which respondents rated different educational forms for pupils with special educational needs (integrated / inclusive education, education in comprehensive school in a special classroom, education in special education school and education at home), and the appropriateness of their features.

The thessis deals with the health education by the pupils with special educational needs on the primary school. This work is based on the pupils of the first grade of the primary school. The first chapter give the defination of the health, of the determiners of the health and mainly describe the health education as the subjekt, which is the part of the school curriculum. In the second part is the attention aim on the charakterization of the pupils with special educational needs, on the way of they education and the opportunities in support of educational process. The groupes of the pupils with educational needs are describe in the way of they educational needs. Research part give in the third chapter the answers of the questions about the way of connection of the pupils with special educational needs to the subjekt health education, it was used the method of the qualitative research made by the structured interview. The main result is, that the connection of this pupils to the education in the field of support in health is very important and the mutual cooperation with the common population is for the pupils with educational needs the great benefit for their future live. It's about mutual enrichment of the boath groupes and their inherent cooperation in the inclusion process. The result is the...