In the thesis, we discuss the integration of children with special needs in regular primary education. We've introduced the term integration, inclusion and touched upon legislation in this area. The inclusion of children with special needs lays a lot of extra work and effort on class teachers, which requires a lot of commitment, continuous education and a positive attitude towards pupils with special needs. To achieve this, the teacher must receive all the support from school management and the professional team.
We wanted to know how the mainstream elementary schools integrate students with speech and language disorders, how teachers are prepared for their inclusion and what their position is on the inclusion of children with special needs into mainstream primary schools.
Most of the teachers obtain too little skills for working with students with speech and language disorders during their study and they develop their skills on their own initiative by studying literature.
In their work, they receive adequate support from both the management and school advisors, but the biggest assistance is provided by speech therapists and their fellow teachers.
In general, they do not have an unfavorable attitude towards the inclusion of children with special needs, but among the teachers who have identified themselves to be against it, many of them stated that they feel under-qualified to work with them as an explanation.
It would be important to introduce changes in the field of graduate studies and continuous professional education and training of teachers for working with children with special needs
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