In my graduation thesis, I wanted to research attitude toward school and social integration of pupils.
In the introduction, I therefore presented persons with special needs and Slovenian legislation covering this field. I also presented integration and inclusion and their conceptual differences. I listed conditions and obstacles for introduction of inclusion to schools. I especially dealt with social integration which is an essential objective of inclusive oriented school.
The research included 131 pupils of the first and third triad in three different school programmes: it included pupils from regular primary school, pupils from adapted programme with lower educational standard, and pupils with additional professional help. The pupils filled in a questionnaire containing various statements related to school and schoolmates. By using χ2 tests, I checked whether there are statistically important differences among genders, age, school programme, and relationship to school or social integration.
The results of the research revealed that the pupils in the first triad prefer going to school, that gender does not influence attitude toward school, and that in the first triad the school programme does not affect the relationship to school. The best attitude toward school have pupils from adapted programme with lower educational standard, and the worse attitude have pupils with additional professional help.
When analysing social integration, we established that pupils of the third triad have a little better relationship with their schoolmates. Also, compared to other pupils, pupils from adapted programme with lower educational standard have a little better relationship with schoolmates.
When comparing social integration with attitude toward school, we established that students that to a greater extend believe that all pupils in a class are friends and that schoolmates more often invite them in conversation or play, prefer going to school and like more things.
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