Socialinių tinklų kūrimasedukacinėje aplinkoje: tėvų vaidmuo tenkinant specialiuosius ugdimosi poreikius

Abstract

Network concept is more and more often used when talking about educational environment. Network concept allows us to perceive complex reality better, to understand and initiate connections between different spheres, groups’ systems or persons within the institution. It encompasses component parts of complex interaction and different outlooks, allows creating interdisciplinary environment, which is especially important when talking about special education and meeting special educational needs in comprehensive school. One of the factors, which ensure successful functioning of such a network, is analyzed in the article – attitude towards parents’ role. It is hypothesized that parents and pedagogues’ attitudes towards portents’ role in a child’s educational process differ. Pedagogues tend to underestimate the potential of parental participation in a child’s educational process. Parents and pedagogues’ attitude is influenced by social-demographic factors. Research results confirmed the hypothesis. It became clear that absolute majority of parents impose themselves a positive role in a child’s educational process, they tend to share responsibility and cooperate, whereas major part of pedagogues tend to underestimate competences and potential of parents to participate in a child’s education, pedagogues tend to blame them. After comparing parents and pedagogues attitudes’ structural components the divergence of parents and major part of pedagogues’ attitudes towards parents’ role meeting special educational needs has been noted. Parents claim almost unanimously that they want to understand their child more and to help him/her more, they want to solve problems together with pedagogues, to discuss issues with the pedagogues who educate their child more often and they would make time for this, whereas major part of pedagogues claim that parents tend to entrust child’s education to the school exclusively and they do not want to participate in child’s educational process themselves. Given such a situation equal inter-dialogue is impossible. The situation, whereas pedagogues see themselves as omniscient experts, causes parents’ distrust of school, defensive behavior, sometimes helplessness facing active educational system, passiveness meeting child’s special educational needs. Social-demographic factors influence parents’ as well as pedagogues’ attitude.