Pupils with Special Educational Needs in Mainstream Schools from the Point of View of Their Peers: A Comparison of Experiences with Inclusive Education in Czech and Russian Primary Schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F23%3A43964898" target="_blank" >RIV/49777513:23420/23:43964898 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/eprint/ISPIQTVGNTRME9Q5VGX7/full?target=10.1080/1034912X.2022.2060949" target="_blank" >https://www.tandfonline.com/eprint/ISPIQTVGNTRME9Q5VGX7/full?target=10.1080/1034912X.2022.2060949</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/1034912X.2022.2060949" target="_blank" >10.1080/1034912X.2022.2060949</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pupils with Special Educational Needs in Mainstream Schools from the Point of View of Their Peers: A Comparison of Experiences with Inclusive Education in Czech and Russian Primary Schools

Popis výsledku v původním jazyce

The paper presents the international research study conducted in selected Czech and Russian primary schools in 2020. This research was mainly focused on the issue of pupils’ relationships with their classmates with special educational needs, who are inclusively educated in regular school classrooms. According to the research results, the attitudes of pupils towards their classmates with special educational needs are rather neutral or even slightly negative in primary schools in both countries. However, most teachers do not consider this a problem affecting the classroom climate at all, and it seems that they do not work effectively with this issue as they are not skilled in this area and do not master the appropriate techniques used in support of pupils’ relationships and a quality classroom climate. Although there are some differences between the results in Czech and Russian primary schools, we can suggest the improvement in working with diversity, as well as the development of teachers’ skills for teaching heterogeneous peer group in a school classroom.

Název v anglickém jazyce

Pupils with Special Educational Needs in Mainstream Schools from the Point of View of Their Peers: A Comparison of Experiences with Inclusive Education in Czech and Russian Primary Schools

Popis výsledku anglicky

The paper presents the international research study conducted in selected Czech and Russian primary schools in 2020. This research was mainly focused on the issue of pupils’ relationships with their classmates with special educational needs, who are inclusively educated in regular school classrooms. According to the research results, the attitudes of pupils towards their classmates with special educational needs are rather neutral or even slightly negative in primary schools in both countries. However, most teachers do not consider this a problem affecting the classroom climate at all, and it seems that they do not work effectively with this issue as they are not skilled in this area and do not master the appropriate techniques used in support of pupils’ relationships and a quality classroom climate. Although there are some differences between the results in Czech and Russian primary schools, we can suggest the improvement in working with diversity, as well as the development of teachers’ skills for teaching heterogeneous peer group in a school classroom.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Disability, Development and Education

ISSN

1034-912X

e-ISSN

1465-346X

Svazek periodika

70

Číslo periodika v rámci svazku

7

Stát vydavatele periodika

AU - Austrálie

Počet stran výsledku

19

Strana od-do

1245-1263

Kód UT WoS článku

000779700500001

EID výsledku v databázi Scopus

2-s2.0-85129184014