Placement of Children with Special Needs Act (ZUOPP-1) defines nine groups of children with
special needs and their orientation in an appropriate education program. Based on the evaluation
of the guidance committee, the student is directed to one of the programs that define individual
groups in more detail and provide guidelines for planning the work with a specific group.
The role of a special education teacher in the school environment is crucial. Based on the
recognized special needs, it is necessary to adapt the learning process. There is a whole range of
learning methods that, with consistent planning and combination, help teachers and children
achieve the best possible learning outcomes. An effective learning process also requires the
integration of alternative forms, approaches and teaching methods into the existing curriculum.
Therefore, being aware of how to use as many supporting forms and methods in the educational
process, is crucial for a special education teacher.
Due to the scientific advantages of the drama method in education, which are presented in the
master thesis, we tried to investigated the attitudes of students that are studying special
education, towards its benefits when used in the classroom.
In the first, theoretical part, we present an analysis of the literature related to the content of the
discussed areas: guidelines for working with children with special needs, teaching methods and,
in more detail, we present the drama method in education, the attitudes of pedagogues towards
the use of the drama method in education and its influence of these to their pedagogical work.
We also present the educational program of special education at the University of Ljubljana and
at Charles University in Prague (number of hours, number of courses that include education in
the field of dramatic art, the obligation of such courses, the professional qualifications of the
professors who teach these courses).
In the second, empirical part, we determine students' knowledge of the drama method in
education with the help of a questionnaire. The survey is conducted among final year students of
both faculties.
We evaluate:
- which methods are known and most often used by special education students just before
employment;
- what is the relationship between theoretical and practical knowledge of the drama method
in education, which they acquired during their studies;
- what are their attitudes towards the use of the drama method in education and what, in
their opinion, influences the formation of attitudes.
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