Post-modernistic concept of education founds the idea of integrational school, namely a school for everybody, also for children with mild mental disability. It transcends categorisation and it is based on sending special needs children into appropriate programme with specific adjustments and help to cater individual needs.
As oppose to learning and production orientated school, the inclusive school emphasises social skills which enable children with special needs to integrate as well as possible into classes and also into wider social environment. The influence of inclusion of children with mild mental disability into regular primary school education is reflected on their peers as well. They express more tolerance and are more open to embrace differences, this being true also for their teachers and other personnel in primary school.
Theoretical part presents education of children with mild mental disability. One can read presentations of different theories of processing special needs children, basic words and inclusive education conditions, factors enabling inclusive education. A list has also been added of some available national and foreign researches and types of inclusive education in Europe.
Empirical part consists of data gathered through quantitative research method about factors that influence the success rate of including children with mild mental disorder into regular primary school educational programmes. We were interested how satisfied parents of these special needs children were with their education. We were also interested about opinions of parents of their peers as well as educational staff. The same research questions have been answered by educational staff and also by parents all over Bela Krajina region, in regular and special needs primary schools. With this we gathered opinions about including children with mild mental disability. Data has been gathered through party-structured interviews. Based on results of quantitative method, directions have been given to form inclusive schooling for children with mild mental disability. Besides this, we have presented different forms of help for these children, parents and also educational staff to use.
In conclusion, data shows that there are needs for changes in the area of educating children with mild mental disabilities. All participants claim that these children can be successful in inclusive-orientated school, (with regards to individually set aims in programmes set with lower educational standards) and are also well-included into a regular class of their peers. Based on results, we can come to a conclusion that success of inclusive education depends on planning. For all participants in the research this means well planned education, additional education for the teachers and also support for the teachers, smaller classes, cooperation with parents of special needs children and introduction of these children to their teachers, peers and other parents. We came to the conclusion that including children with mild mental disability into inclusive education, everyone can gain, the children, their peers, teachers, other parents and the society as a whole.
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