dimensions of psychosocial training environment …
TRANSCRIPT
VYTAUTAS MAGNUS UNIVERSITY
ZITA BAUŽIENĖ
DIMENSIONS OF PSYCHOSOCIAL TRAINING
ENVIRONMENT OF CHILDREN WITH
LOCOMOTION DISORDERS
SUMMARY OF DOCTORAL DISSERTATION
SOCIAL SCIENCES, EDUCOLOGY (07S)
KAUNAS, 2010
The thesis was prepared in 2008 – 2009 at Vytautas Magnus University The thesis is subject to extern defence
Scientific advisor: Prof. dr. Genutė Gedvilienė (Vytautas Magnus University, Social Sciences, Educology 07S) The thesis is being defended before the Council of Social Sciences, Educology, at Vytautas Magnus University
Chairman:
Doc. dr. Vaiva Zuzevičiūtė (Vytautas Magnus Universitety, Social Sciences, Educology 07S)
Members:
Doc. dr. Bronislava Grigaitė (Vytautas Magnus University, Social Sciences, Psychology 06S) Prof. dr. Irena Leliūgienė (Kaunas University of Technologies, Social Sciences, Educology 07S) Prof. dr. Audronius Vilkas (Vilnius Pedagogical University, Social Sciences, Educology 07S) Prof. dr. Jonas Ruškus (Vytautas Magnus University, Social Sciences, Educology 07S)
Oponents:
Prof. dr. Romualdas Malinauskas (Lithuanian Academy of Physical Education, Social Sciences, Educology 07S) Doc. dr. Elvyra Acienė (Klaipėda University; Social Sciences, Educology 07S)
The thesis will be defended at the public sitting of the Council of Social Sciences, Educology on the 26 th of February 2010 at 10, in the room 221 at Vytautas Magnus University 221. Venue: Donelaičio 52 -221, LT- 44244, Kaunas, Lietuva
The summary of the thesis was distributed on January 26 , 2010. The thesis is available at the Library of Vytautas Magnus University and Lithuanian National M. Mazvydas Library.
VYTAUTO DIDŽIOJO UNIVERSITETAS
ZITA BAUŽIENĖ
SUTRIKUSIOS LOKOMOCIJOS VAIKŲ UGDYMO
PSICHOSOCIALINĖS APLINKOS DIMENSIJOS
DAKTARO DISERTACIJOS SANTRAUKA
SOCIALINIAI MOKSLAI, EDUKOLOGIJA (07S)
KAUNAS, 2010
Disertacija rengta 2008 – 2009 metais Vytauto Didžiojo universitete Disertacija ginama eksternu
Mokslinis konsultantas: Prof. dr. Genutė Gedvilienė (Vytauto Didžiojo universitetas, socialiniai mokslai, edukologija 07S)
Disertacija ginama Vytauto Didžiojo universiteto Edukologijos mokslo krypties taryboje
Pirmininkas:
Doc. dr. Vaiva Zuzevičiūtė (Vytauto Didžiojo universitetas, socialiniai mokslai, edukologija 07S)
Nariai:
Doc. dr. Bronislava Grigaitė (Vytauto Didžiojo universitetas, socialiniai mokslai, psichologija 06S) Prof. dr. Irena Leliūgienė (Kauno technologijos universitetas, socialiniai mokslai, edukologija 07S) Prof. dr. Audronius Vilkas (Vilniaus pedagoginis universitetas, socialiniai mokslai, edukologija 07S) Prof. dr. Jonas Ruškus (Vytauto Didžiojo universitetas, socialiniai mokslai, edukologija 07S)
Oponentai:
Prof. dr. Romualdas Malinauskas (Lietuvos kūno kultūros akademija, socialiniai mokslai, edukologija 07S) Doc. dr. Elvyra Acienė (Klaipėdos universitetas; socialiniai mokslai, edukologija 07S)
Disertacija bus ginama viešame Edukologijos mokslo krypties tarybos posėdyje 2010 m. vasario mėn. 26 d. 10 val. Vytauto Didžiojo universiteto 221 auditorijoje.
Adresas: Donelaičio 52 - 221, LT- 44244, Kaunas, Lietuva Telefonas (8 37) 327 845
Disertacijos santrauka išsiuntinėta 2010 m. sausio mėn. 26 d. Disertaciją galima peržiūrėti Vytauto Didžiojo universiteto ir Lietuvos nacionalinėje Mažvydo bibliotekose.
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INTRODUCTION
Recently the problem of integrated educating of children who have various developmental disorders has been attracting attention of educationalists all over the world. A considerable number of scholars have analysed communication and cooperation possibilities and assumptions of successful pedagogical interaction between normally progressing and disturbed children including D. Montogomery (1990), J. W. Kugelmass (1989), V. Nolet (1994), J. Lovey (1995), P. G. Mathes (1998). R. Blum and co-authors (2001) have discussed how chronic, orthopaedic or neuromuscular diseases can affect teenagers’ relations with their contemporaries. L. Eriksson and co-authors (2007), J. Pivik and co-authors (2002), R. Schenker and co-authors ( 2003; 2005; 2006), N. Burstein and co-authors (2004) have analysed feasibilities of creating favourable educational environment for children who have motor disorders (such as cerebral atrophy). Inclusive training conception was discussed as a possibility which lets to take into consideratio demands of all children by such scientists as J. Tomlinson (1996), M. E. King-Sears and co-authors (1996), Ch. Walter-Thomas and co-authors (2000), L. Barton, (2008), T. Loreman and co-authors (2007), etc. Parental approach to educational opportunities was investigated by S. S. Zinkil and co-authors (2000), and the changes in public opinion about the disabled - by A. Bakk and co-authors (1997) etc.
About 3% of children born each year in the world have developmental disorders (cerebral atrophy is diagnosed in three per one thousand of live births) (Stanley, 1984; Uvebrant, 1988). Department of Statistics to the Government of the Republic of Lithuania delivers data, which show that in 1999/2000 school year 8,5% of pupils were children with special needs, in 2000/2001 this number was 9%, in 2001/2002 – 9,4%, in 2004 – 7% (Social announcement, 2004), in 2005 – 10% and in 2006 – 16,5% (Social Communication, 2007). These numbers are similar to statistical data from other countries in Western Europe. However, there is a lack of statistical information about children with locomotion disorders in Lithuania.
This work focuses on psychosocial environment of children with locomotion disorders and aims to address the following issues :
1. How the environment and personal qualities of children with locomotion disorders help/impair learning together with their contemporaries?
2. What education opportunities do children which locomotion disorders have? 3. How does the support, which is envisaged in regulatory documents,
determine education opportunities of children with locomotion disorders? 4. What dimensions of psychosocial environment are important for training of
children with locomotion disorders? Subject of the research – dimensions of psychosocial environment of training of children who have locomotion disorders.
Objective – to disclose and ground empirically internal and external dimensions of psychosocial environment of education of children with locomotion disorders. Goals of the reseach:
1. To disclose theoretical provisions associated to disability by stressing dimensions of psychosocial environment of children with disordered locomotion.
2. To assess preparation of schools for training children with locomotion disorders by means of expert evaluation.
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3. To distinguish the main directions of support for children with disordered locomotion.
4. To determine the approach of teachers and parents towards impediments to and opportunities of training children who have locomotion disorders.
5. To determine internal and external dimensions of psychosocial environment of training of children who have locomotion disorders by means of qualitative phenomenological research.
6. To create a model disclosing interior and exterior dimensions of psychosocial training environment of children who have locomotion disorders.
Defended statements:
1. As the approach to the disabled is changing, children, who have locomotion disorders, acquire a possibility to study in comprehensive schools. The process is to a great extent predetermined by favorable psychosocial environment affected by interior and exterior dimensions. The external dimension is associated with child’s surroundings and manifests in interaction with other people and the surrounding environment and includes: relations with contemporaries and family members, experience, support, education, physical environment, adaptability of public transport, the approach of family members, teachers and society towards the disabled and his activity. The internal dimension associated with inner experiences of a child with locomotion disorders comprises: self-esteem, personal experience, future objectives, self-sufficiency and self-responsibility.
2. As the medical equipment is improving, children, who have serious locomotion disorders, acquire an opportunity to lead a full-fledged life. In Lithuania, children with locomotion and respiration disorders had been nursed in the units of intensive care until 2005. After invention of artificial lung ventilation instruments, these children obtained a possibility to live at home. However, they still are unable to attend comprehensive schools as the nursing is complicated. In order to avoid special education schools and establish conditions for the children who have locomotion disorders to live at home their teaching can be organized by giving some lessons at their homes instead of schools and inviting a few classmates to the lessons. Achievements of children with impaired locomotion have to be introduced to the school community. This kind of learning is based on principles of reciprocal collaboration and allows a child, who has locomotion disorders, to develop social skills and restore his/her links with the external world.
During the research the following methodological provisions were used: Phenomenological approach (Neuman, 2000; Rudestam and co-authors 2001;
Bitinas, 2006; Žydžiūnaitė, 2008) which enables to describe life experience of a person with disordered locomotion, without associating this experience to any theoretical or social constructs.
Humanistic education theory (Maslow, 2006; Rogers, 2005; McLaughlin, 1997; Ruškus, 2002) the main idea of which is the development of an adequate personality. Main requirements for education based on this theory are: a) to form positive child’s attitude towards him/herself; b) to develop an ability to identify oneself in comparison with others; c) to be open to and embrace new experience; d) to control emotions and senses acquired at school or in other environment.
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Empowerement conception (Levine and co-authors Douglas and co-authors 1995; Ruškus and co-authors Gerulaitis, 2007) which provides an ability for individuals to see their competences and strengths instead of imperfections and thus boost self-confidence, autonomy, independence and self-responsibility.
Logotherapy theory (Suris and co-authors 1996; Swift, 1997; Frankl, 2007; Blum, 2001; Fok and co-authors, 2007; Pukelis, 1998). which focuses upon the meaning of life and states that a person without belief in the future, loses his psychic balance and consequently collapses physically.
Holistic approach (Maslow, 2006; Šalkauskis, 1992; Pukelis, 1998; Ališauskienė, 2005; Kanišauskas, 2008) which emphasizes the needs and aspirations of a child as a future teenager and an adult.
Paradigm of pragmatism (Patton, 1990; Murphy, 1990; Džeimsas, 1995; Pukelis, 1998; Duoblienė, 2006) which helps to combine different opinions while collecting and analyzing data and discussing problem issues.
Social constructivism (Herr and co-authors, 1996; Saraga, 1998; Berger and co-authors., 1999; Hargreaves, 1999; Neuman, 2000; Brookfield, 2005; Ruškus, 2002; Teresevičienė and co-authors., 2004) which treats production of knowledge as a social intersection and interaction of individuals and comprises the methodological basis of this research which enables to disclose and perceive emotions of children with locomotion disorders and to emphasize interior and exterior dimensions of psychosocial training environment.
Scientific novelty of the research In Lithuania, the problems of social welfare of children with disordered
locomotion are still insufficiently resolved. As western ideas disseminate, it is desirable to integrate disabled children into the society (the Law on the Social Integration of the Disabled and Special Education Act were enacted, many non-governmental organizations are functioning and the media pays much attention to the life of the disabled). However, the care for the children who have locomotion disorders is usually only declarative: there are many obstacles to normal integration into society. In this work the obstacles were identified via a case study.
Furthermore, the situation of children who have locomotion disorders is special because their state cannot be compared neither to the state of an invalid, nor to that of an absolutely healthy person. Besides, disabled children cannot participate in many spheres of social life even though they are not isolated from the society. Technological and medical progress helps to create more favourable conditions to collaboration and communication between children with disordered locomotion and their contemporaries, teachers, etc. The phenomenological case study was carried out to determine latent self-expression possibilities which are necessary for improving the quality of life of children with disorders. The dimensions of psychosocial environment which are described in this work lead to the conclusion that integrated training of children with disorders is possible and necessary. Such training would help to develop social skills of the disabled. The research described in this work is theoretically relevant: comprehensively discussed interior and exterior dimensions of psychosocial environment complement other theoretical works dedicated to this topic.
The results of this research are applicable in practice, for example, in realisation of the humanistic principle in Lithuania’s educational reform by creating a system of education in which children who have locomotion disorders would learn
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along with children without disorders. This would reconstruct links between disabled children and their social surroundings and help their families to get out of isolation.
Scientific research methods used in the thesis. • Analysis of scientific publications. During the preparation for the research analysis
of different scientific sources on problems of locomotion disorder done in Lithuania and other countries was carried out and theoretical statements and practical research data were explored and assessed. The analysis of scientific publications helped to formulate the concept of locomotion disorder, to make a list of interior and exterior dimensions of psychosocial environment, classify other factors, etc.
• Method of document analysis. Analysis of Lithuania’s legal instrument on education was used in order to estimate the situation of children who have locomotion disorder and to highlight and summarize general requisitions for special education. Statistical analysis of the population of children with locomotion disorders was carried out grounded on the data by European Commission Eurostat, Department of Statistics of the Republic of Lithuania and Ministry of Health of the Republic of Lithuania.
• Quantitative method: • Quantitative research was done in order to evaluate approach of parents and
teacher towards readiness of schools to educate children with locomotion disorder. Teachers, who worked with children with locomotion disorders, parents of such children and parents whose children have no disorders, but communicate with children having disorders participated in the research. The research was done in the form of a written questionnaire. The questionnaire was compiled to estimate the readiness of schools to teach normal children along with children with disordered locomotion.
• Qualitative methods: • Expert evaluation. Expert interviews were done to reveal how schools are prepared
to educate all children together (including children with locomotion disorders). Information obtained during the interviews was summarized using SWOT (strengths, weaknesses, opportunities, threats) analysis.
• Analysis of documentary content. Various documents envisage support for children with reduced locomotion. Documentary content analysis was applied to discuss and summarise the directions of support.
• Phenomenological case study. The case study was applied to reveal the influence of psychosocial environment on child’s self-esteem, self-realisation and self-expression abilities. Interviewing, observation, analysis of personal documents were applied in the phenomenological case study. After summarizing of the results of empirical research, the dimensions of psychosocial environment of children with disordered locomotion were described.
• Statistical methods: The research data was analyzed and summarised using the sofware package SPSS
16 and Microsoft Excel. All data was processed by statistical methods: descriptive statistics and calculation of frequency percentage. To determine differences between abilities of children with disordered locomotion trained at home and partly integrated and those who are fully integrated analysis of unifactorial dispersion (ANOVA) was applied. Dependence between investigated phenomena was determined using chi-squared (χ2) test and correlation gauges related to the chi-squared statistics. Other statistical units include: SD (standard deviation) and p (significance of the correlation
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coefficient) were used. Critical values of differences were set at p<0.05 level. The strength of links was evaluated using Kendall’s tau (noted bτ ) coefficient and linear correlation coefficient (also called as Pirson’s coefficient) (Vaitkevičius, etc., 2006; Čekanavičius, etc., 2000).
Limitations of the research Data, collected during the research, concern only school-aged children whose knowledge, skills and abilities meet General Education Standards (2002).
The structure and scope of the thesis The thesis comprises theoretical framework, research methodology, presentation of the results of the empirical research, conclusions and recommendations. The research is illustrated in 47 pictures and 43 tables. The thesis contains 277 references and 8 appendixes and research documents. The size of this work (without references and appendixes) is 352 226 characters without spaces
CONTENT INTRODUCTION 1. THEORETICAL ASSUMPTIONS FOR DIMENSIONS OF PSYCHOSOCIAL
TRAINING ENVIRONMENT OF CHILDREN WITH LOCOMOTION DISORDERS 1.1. Historical development of approach to disability 1.2. Peculiarities of the development of children with locomotion disorders
1.2.1. The population of children with locomotion disorders in European countries
1.2.2. The population of children with locomotion disorders in Lithuania 1.3. Foreign experience in training of children with disordered locomotion 1.4. Legal background of education of children with physical or locomotion
disorders in Lithuania’s Educational System. 1.5. Peculiarities of education for children with locomotion disorders
1.5.1. Provisions on education for children with special needs 1.5.2. Development of social competences in children with locomotion disorders 1.5.3. Integrated education of disordered children 1.5.4. Inclusive education of disordered children
1.6. Adaptability of environment to people with locomotion disorders 1.7. The social aspect of families who have children with disordered locomotion
1.7.1. Effect of education of a child with locomotion disorder within the family on his/her social expression
1.7.2. Ways to help people with locomotion disorders 2. RESEARCH METHODOLOGY AND DESIGN
2.1. Methodological provisions of the research 2.2. Methods of empirical research
2.2.1. Techniques of expert evaluation 2.2.2. Analysis of documents on aid provision 2.2.3. Techniques of interviewing
2.2.3.1. Participants of the initial poll (teachers) 2.2.3.2. Participants of the second poll (parents)
2.2.4. Phenomenological case study 2.2.4.1. Analysis of unstructured interviewing data 2.2.4.2. Analysis of personal documents 2.2.4.3. Analysis of observation data
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3. RESULTS OF THE RESEARCH IN DIMENSIONS OF PSYCHOSOCIAL TRAINING ENVIRONMENT OF CHILDREN WITH LOCOMOTION DISORDERS 3.1. Readiness of schools to educate children with special needs: expert evaluation. 3.2. Results of the analysis of documents regulating the support for children with
locomotion disorders. 3.3. Readiness of schools to educate children with special needs: parental and
teacher approach 3.4. Results of the phenomenological case study
3.4.1. Results of analysis of unstructured interviewing data 3.4.2. Results of analysis of observation data 3.4.3. Results of the survey of the content of personal documents
3.5. Model of the dimensions of psychosocial training environment CONCLUSIONS RECOMMENDATIONS SOURCES ANNEXES
In chapter (1.1) evolution of the approach towards disability is produced. The approach to a child who has locomotion disorders has been changing from complete alienation to the calls for full integration. In ancient times, the birth of a disabled child was perceived as a punishment for sins. Renaissance was a period when personality became more important and society began to appreciate people with physical disabilities. In the 19th century the opinion that appearance reflects one’s value, manners and appropriateness to live predominated.
According to L. Vygostkis (1983), who used concepts of primary disorder (biological disability related to organic disarrays) and secondary disorder (social disability which is revealed only in social environment), disability is a biological embarrassment which capacitates negative psychosocial consequences. These consequences can be counterbalanced only by active socialization and education.
The change of the medical or segregation model into the model of equal social opportunities took about thirty years in democratic Western countries because big part of society considered the disabled as weak, inadequate and pitiful people. In the last decade such international associations as UNO and EU began to fight for equal rights and opportunities in all spheres of life of the disabled (Adomaitienė, 2001)
Chapter (1.2) aims to reveal peculiarities of the evolution of a locomotion disorders. Evolution is an unceasing process which continues through all individuals’ life The evolution of each person is individual but it is possible to earmark certain development levels which are common to all people. Internal and environmental factors might significantly impact the formation of personality and person’s behavior. In the context of human development G. Krajg (2000) distinguishes three main stages: physical development, cognitive development and psychosocial development. Physical development is understood as the evolution of general and minor motorics, various physiological processes and somatic state in a maturing organism. Cognitive development is characterized by elaboration of language skills, perception, memory and thinking. Psychosocial development means acquisition of new social skills and formation of behavior models.
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Coordination disorder, inability to perform certain movements while changing body position is typical to people who have gross or minor motoric disorders. Such disorders are referred to as locomotion disorders. They are subdivided into: insignificant degree, medium degree, large degree, very large degree and complete inability to move (Ivoškuvienė, 1998; Avižonienė, 1998; Bagdonas, 1999). These disorders might be caused by brain or medulla violation because paralysis or paresis evolves when normal innervation is disconcerted.
The population of children with locomotion disorders in European countries is presented in chapter (1.2.1). Data, collected by European Commission Eurostat, was used to estimate the extent of the population of children who have locomotion disorders. It is noticable that illnesses and disarrays which cause disability of 16-24 year old people are usually associated with locomotion disorders. In 2002, health troubles of 16-24 year old people related to rheumatism, arthritis and leg or feet problems (see Table 4) were most common in Hungary (18%) and Austria (16.3%) and rare in Ireland (7.8%), Sweden (8.8%) and Finland (9%). Disability resulting from leg or feet problems was mostly diagnosed in Austria (15.4%) and least in Norway (4.1%).
Picture 1. Rate (in percents) of disability caused by diseases which trigger locomotion disorders in various age groups (Europen Commision, 2009)
Comparison of the rates of illnesses which cause locomotion disorders in the age groups of 16-24 and 55-64 (see Picture 1) reveals that these rates are similar in Denmark, Italy, Sweden, Belgium and Austria. In Norway, United Kingdom, Spain and Czech Republic the rate of illnesses in the age group of 16-24 years old was smaller than in the elder age group.
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Lithuania's population of children with locomotion disorders is reviewed in chapter 1.2.2
Picture 2. Number of illnesses which can result in locomotion disorders per one thousand of children between 0 and17 year old (Ministry of Health of the Republic of Lithuania, 2009)
Statistical data by the Health Ministry of the Republic of Lithuania in 2009 (see
Picture 2) representing children morbidity in different districts of Lithuania show that the most frequent diseases causing locomotion disorders in 0-17 year old age group in Kaunas district were connective tissue disorders and skeletal muscular diseases (154.9). In Vilnius district children mostly (138.7) suffered from health problems caused by certain traumas and other external reasons (e.g. poisoning). It can be stated that connective tissue disorders, skeletal muscular diseases, inborn developmental defects and disorders caused by traumas predominate in Lithuania.
Chapter (1.3) presents foreign experiences in educating children with locomotion disorders. Foreign experience shows that apart from negative approach to children with locomotion disorders, adaptability physical environment remains an important issue (Pivik and co-authors, 2002; Schenker and co-authors., 2005; Eriksson and co-authors., 2007). Heavy doors, long distances between classrooms, varying weather conditions etc. might become a serious obstacle for successful integration of disabled children. Also, disabled children might face difficulties in performing written works or use of a computer without adult’s assistance. R. Schenker and co-authors (2003; 2005) also emphasize in their work (research focuses on paralyses, tetraplegia, and other diseases of the nerve system resulting in motional disorder) the difficulty to integrate children with motional disorder into classrooms of comprehensive school caused not only by negative social approaches, but by unequipped physical environment as well. Their research reveals that children with impaired movement more rarely take
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part in a range of activities than their healthy counterparts. They cannot play active games with their contemporaries, feel unsafe and frequently face peer humiliations and insults. Children who fail to take equal part in common activities develop their social competences to a lesser extent. Obviously, traditional training syllabuses and techniques reduce opportunities of children with motional disorders to attend a comprehensive school. Another impediment to integration of children comprises lack of professional qualification of teachers to work with children of various needs (Burstein and co-authors, 2004; Pivik and co-authors, 2002).
Legal background of education of children with physical or locomotion disorders in Lithuania’s Educational System is presented in chapter (1.4). After restoration independence in Lithuania in 1992, the Ministry of Culture and Education of the Republic of Lithuania accepted the Lithuania’s Education Concept which envisaged novel approach to human values, new goals and objective of education (including special education) and conceptual changes of education system.
The 41st clause of the 3rd chapter of the Constitution of the Republic of Lithuania STATE AND SOCIETY reads that “Education shall be compulsory for persons under the age of 16.” and the 21st clause of the 2nd chapter THE STATE AND THE CITIZEN states that “The person of the human being shall be inviolable. The dignity of the human being shall be protected by law.”
Act of Parliament of the Republic of Lithuania on the Social Integration of the Disabled (enacted on the 28th of November in 1991 and ammended on the 22nd of October in 1998) grants equal rights for the disabled. It also states that pupils with disorders must be educated in comprehensive schools in their neighborhoods with regard to their abilities, aptitudes, physical and mental condition. In the presence of needed or parental will, children might be taught at home or in special educational institutions. The law provides that the state grants supply of special educational equipment for children who have disorders of physical functions .
Admission to special education and professional training study programs is regulated by Laws on Special Education and Professional Education. If parents (caregivers) demand, conditions for disabled children to learn at a comprehensive school or school providing special educational program have to be granted.
Development of social competences of children with locomotion disorders is presented in 1.5.2. A competence, according to L. Jovaiša (2007: 80), “is a physical or psychological capacity to perform a certain action, activity or act and a precondition and a result of proficiency”. Competences are preconditioned by a variety of reasons: physical – by the state of health, psychological – by aptitude, developed abilities and intellectual capacity, pedagogical abilities – by knowledge, proficiencies and skills, social – by the freedom to act. Social competences mean behaviour which in certain social situations, "leads towards an optimal relation with positive and negative effects upon an individual, social environment and society" (Gedvilienė, 2008: 9). Disorders caused by chronic orthopedic and neuromuscular diseases has negative effect on peer relations as children with motional disorders distinguish by their appearance (clothing, pace, etc.) (Blum , 2001). The problem is particularly relevant in teenage years, the period during which a child becomes an adult. The period coincides with rapid physiologic development and involves numerous social and psychological changes.
Integrated training of disordered children is presented in chapter 1.5.3. J. J. Detraux (1997) claims that integration of disordered children is a process which involves all parties acting in partnership to help a disordered person. In integration of
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disordered children into a comprehensive school, special attention has to be drawn to several issues: the disorder itself, individual's age and needs, long-term and short-term training objectives, funding, etc. The integration into comprehensive school means that children with various disorders (learning, behaviour, intellectual, physical) are placed into common training environment to learn to communicate with their contemporaries. Such integration grants other children a possibility to experience the presence of various people in their environment as a part of the same society. In the context of school integration, a new concept – the most favourable training environment - has been introduced, the essence of which is to grant children as many opportunities as possible. At present, Lithuania distinguishes two approaches towards training and social integration of disordered children: clinically corrective (focused on diagnostics and medical or didactic correction of the disorder) and social interactive (focused on social roles and social interaction of a disordered person) (Ruškus, 2002). Recently, a tendency to carry out the future training of the majority of children with motional disorders in comprehensive schools within the framework of integrated education has been observed.
Environmental adaption to locomotion disorders is described in chapter 1.6. Social environment is a personal environment which can be subdivided into micro-environment – an immediate primary social environment (e.g. family, kindergarten, class) - and macro-environment – a mediate environment of secondary social groups to be entered by a person during subsequent periods of life (professional, urban, etc. environment). (Suslavičius, 2006). The adaption of a psychosocial environment may be understood as a cohesive interaction between social environment and an individual who creates this environment (Legkaukas, 2008)or a concordance between an individual and his environment. Such concordance may be attained by: an individual’s adaption to his environment, an individual’s choice of his environment or adaption of the social environment to ensure facilities for a variety of activities. The social aspect of training of a child with locomotion disorders within a family is described in chapter 1.7.1. Scientific research proves that a child's development is particularly preconditioned by psychological, moral and biological interrelations between children and their parents based upon duties and obligations conventional within the society. According to A Giddens (2000), relationships between children and their parents are special since they institute a key factor in socialization. I. Leliūgienė (2002) maintains that within a family, a child acquires essential social knowledge, skills and competences and learns and acquires values and rules necessary for a successful participation in social life. According to S. Ališauskienė and other authors (2004: 11), a family is a primary source of a child’s socialization thus for the establishment of the need and nature of aid necessary for a child with locomotion disorders, it is essential to analyze the microclimate of the family as a primary source of socialization.
New skills are required to address problems caused to a family by a child’s locomotion disorder. A successful adaption of the family depends to a great extent on behaviour of the family members since, according to E. Kübler-Ross (2008), it is very difficult to provide effective aid to an incurable person if the family members fail to cooperate. Thus the family plays a key role to help the patient to survive with the disease. As E. Kübler-Ross (2008) claims, the family of a child with locomotion disorders has to understand that the disorder should not destroy the order existing at home and preclude the family members from their favourite activities, but may teach
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them to live in new circumstances. Thus, it may be stated that a family which raises a child with locomotion disorders needs psychosocial aid. What specific aid is necessary and how it is to be provided may be determined only by having analyzed the situation of an individual family. Means of aid necessary for children with locomotion disorders and for their families are discussed in chapter 1.7.2. A family which raises a child with locomotion disorders may face avoidance, excessive politeness, alienation or taunting exposed by their friends therefore they often seek friends among people who have similar problems and are able to understand their situation. The stress arising from the child’s disorder cause frequent crises which may result in a broken home. If the family has more children, a considerable part of the stress goes to them. Thus, it has to be stated that a family which raises a child with locomotion disorders comprehends that the disorder impedes the life of other family members.
According to J. Pivik (2008), the family needs: 1) financial aid necessary to: a) ensure relevant medical aid, b) acquire education, c) ensure external support (training of aiding personnel); 2) informative aid providing essential information to the child’s tenders on training possibilities for a disordered child.
The second part presents methodological provisions of the research listed in the introduction and stages and methods of the research. The objective of the empiric research described in the thesis (see picture 5) carried out in 2005-2008 is to delineate dimensions of the psychosocial environment of children with locomotion disorders. To achieve the objective, certain qualitative and quantitative researches have been carried out since according to B. Bitinas (2006: 88), methodology of educological research does not put into contrast scrutiny of phenomenon and process of qualitative and quantitative education, but sustains the idea that both cognitive methods complement each other.
The research described in the thesis comprises several stages: Stage I (April – May, 2005). This stage includes expert evaluation carried out to
analyze the following social phenomena: 1) the impact of cooperative training on interaction between children with locomotion disorders and their contemporaries and teachers; 2) teacher experience and preparation of schools to train all children with no distinction of disabilities and disorders to allow determination of an external dimension of psychosocial environment.
The research was based on SWAT analysis to establish strengths, weaknesses, opportunities and threats within schools to provide integrated education.
During the research a tape- reordered non-structured interviewing was used and a questionnaire based on the research results was designed.
Stage II (2008). During this period, twenty-two legal instruments enacted after Lithuania’s reinstatement of independence on provision of aid to children with locomotion disorders were scrutinized. During the research qualitative and quantitative scrutiny of the instruments was performed. The content of the instruments was conceptualized with distinction of categories propositions of which are linked by the criterion of semantic similarity. The scrutiny was employed to determine the singleness of the aid provided to children with locomotion disorders and the possibilities to train such children in Lithuania’s education system.
Stage III (2006). During this stage, a poll was carried out to evaluate preparation of schools to provide education to children with locomotion disorders. The poll involved two respondent groups: 1) teachers experienced in training of children with
16
locomotion disorders; 2) parents raising children with locomotion disorders and parents whose children associate with children having locomotion disorders.
Stage IV (2005 - 2008). During this stage, a case study based on the theory of phenomenology was carried out to determine the effect of family training provided to a child with locomotion disorders upon psychosocial expression. The research objectives were achieved by employing several techniques: interviewing, observation and scrutiny of personal documents (a diary of a parent of a child with locomotion disorders, written works of a child with locomotion disorders) and photos. Stage V. During this stage, dimensions of psychosocial training environment for children with locomotion disorders were described and explained by linking and combining research data obtained by application of various techniques.
Pict
ure
3 . R
esea
rch
Stru
ctur
e
Scru
tiny
of S
cien
tific
Res
ourc
es a
nd L
egal
Inst
rum
ents
on
Edu
catio
n
Met
hodo
logi
cal R
esea
rch
Prov
isio
ns
Constructiv
ism, H
olism, Pragm
atism, H
umanistic
The
ory of Edu
catio
n, The
ory of Logothe
rapy
, Co
ncep
t of
Capacitatin
g, etc.
Teac
her c
apac
ity to
teac
h w
ithou
t dis
tinct
ion
of
disa
bilit
ies
State supp
ort to
children with
locomotion disability
Determination of
possibilitie
s and ob
stacles
to learn in a
compreh
ensive schoo
l with
locomotion disability
Analysis of training
expe
rien
ce of a
child
with
locomotive
disability
Refle
xsive expe
rien
ce, linking
and
com
bina
tion
of research da
ta obtaine
d via
variou
s techniqu
es and
determination of dim
ension
s of psychosocial
environm
ent,
Expe
rt evaluation based on
SW
OT analysis (teache
rs
N=2; social trainers N=2;
psycho
logists N=3; spe
cial
traine
rs N=2)
Qualitative and qu
antitative
scrutin
y of legal docum
ents
(N=22) on aiding
Quantita
tive
research: teacher poll
(N=82) and
paren
tal
(N=76)
pollapklausa
Phen
omen
ological case stud
y includ
ing:
1) interviewing (children with
locomotive
disabilities, N=2; m
othe
rs N=5; fathe
rs N=4;
brothe
rs / siaters N=2; grand
parents N=3;
caregivers N=2; d
octors N=2; tutors N=3;
2) scrutiny of docum
ents (p
hotos (N=300
), films
(N=2), diaries (N=1
), po
ems (N=200
), essays
(N=4)) 3) o
bservatio
n
3) observatio
n (N = 2).
Discussion
Conclusion
sRe
commen
datio
n
17
18
The third part presents results of the research of dimensions of psychosocial training environment of children with locomotion disorders.
Results of expert evaluation are discussed in chapter 3.1.
142
-206
186
-72
-250
-200
-150
-100
-50
0
50
100
150
200
Strengths Weaknesses Opportunities Threat
Picture 4. Weaknesses and strengths, opportunities, threat of training of children with locomotion disorders in comprehensive schools (number of meaningful units)
Expert evaluation of training possibilities for children with locomotion disorders
in comprehensive schools (see Picture 4) came out with an almost even dispersion of possibilities and opportunities for communication and cooperation. A possibility for children with locomotion disorders to learn at a comprehensive school has revealed more preclusions associated with the lack of experience and security. Major obstacles precluding training of children with locomotive disorders in an ordinary comprehensive school comprise adaptation of a natural environment. Experts acknowledge that the development of social competences in children with locomotion disorders is to a great part preconditioned by their training in the family and family interrelations.
The expert evaluation emphasized opportunities and threats related to the application of physical environment, reciprocal communication, society’s knowledge on children’s with impaired locomotion actual situation as well as their needs, etc.
19
Results of the qualitative and quantitative scrutiny of legal instruments regulating provision of aid to children with locomotion disorders are discussed in chapter 3.2.
0
0,02
0,04
0,06
0,08
0,1
0,12Education
Favorable learning environment 4%
Conditions necessary for learning 2%
Training the disabled 7%
Principles of education 4%
Educaion accesssibil ity 9%
Flexible organising of education 11%
Obstacles to organising education 7%
Forms of teaching 9%
Place of teaching 9%
Teaching at home 6%
Applied physical education 2%
Teachers' assistants 4%
Possibil i ies of education 11%
Fund 4%
Secondary school exams 11%
Picture 5. Directions of aid facilitating education of children with locomotion disorders (%)
The documents focus to a great extent on the subcategory of flexible organization of training (11%) (see Picture 5) since they aim to facilitate future employment and independence of individuals who have minor disabilities and to minimize dependence of individuals with considerable disabilities on other people (National Program on Social Integration of Individuals with Disabilities 2003 -2012, 2002: 10). The legal instruments pay considerable attention to the course of final examinations (11 %) (see picture 189), by stressing that "a pupil trained at home is subject to school’s final examination or state final examination when there is a possibility to arrive at final examination centers for all chosen subjects” (Description of the Course of Administration of Final Examination, 200) Since children with locomotion disorders often are trained at home and due to their disorders have no possibility to arrive at examination centers, the only option for them remains to take school examination what impedes their entrance to higher schools and their opportunities to acquire higher education. However, the legal instruments acknowledge the necessity to eradicate obstacles in training (the subcategory comprises 7%) and indicate the lack of opportunities to provide flexible education at comprehensive and special schools (Decision of the Government of the Republic of Lithuania No 1475. On Approval of the Program on Provision of Special Training 2004). The last place in the documents is given to physical training (2%) and establishment of teacher assistants (4%). To sum up, a conclusion that the grater part of state support goes to the spheres which require minimal investment and the spheres which need additional funding lack attention might be arrived at. The results of the scrutiny of legal instruments on the aid to children with locomotion disorders reveal an external dimension of psychosocial training environment.
20
Results of the quantitative research carried out to evaluate preparation of schools to provide education to children with locomotion disorders (parent and teacher approaches)are discussed in chapter 3.3.
Both, parents (80%) and teachers (95%) acknowledge that schools are not adapted to teaching children with locomotion disorders (see Table 1). The teachers place a special stress on the need to install proper sanitation, elevators and classrooms to allow children with locomotion disorders to attend comprehensive schools. Parents draw attention to elevators and entrances. All interviewed parents (22) claim that schools are not adapted to teaching children with locomotion disorders since they lack elevators and the canteens are not adapted to special needs. It has to be pointed out that the statistic difference in opinions of parents and teachers on adaptation of physical environment of schools is significant as neither the canteens are adapted (x2 = 20,1; f = 2; p < 0,0001) nor medical aid is granted (x2 = 17,0; f = 2; p < 0,0001).
Table 1 Assessment of physical environment at schools (teacher data - T, parental data - P, %)
Obstacles Yes (T) No (T)
Yes (P) No (P)
Statistical Reliability
Unequipped schools 95 4 80 20 X2= 7,02; f = 2; p < 0,05Uninstalled elevators 91 6 93 7 X2 = 4,12; f = 2; p > 0,05Uninstalled entrances 88 10 80 3 X2= 1.01; f = 2; p < 0,05 Unequipped lavatories 94 6 73 7 X2= 5.04; f = 2; p < 0,05Unequipped canteen 75 19 36 29 X2 = 20,1; f = 2;
p<0,0001 Unwarranted medical aid 80 14 67 20 X2=17,0; f= 2; p <0,0001
The survey shows that the opinions of parents and teachers on the ability of children with locomotion disorders to perceive emotions of other people (x2 = 4,62; f = 1; p <0,05) and responsibility for children in a full and a single parent family ( x2 = 3,694; f = 1; p<0,05) differ. The statistical significance is noticeable in the analysis of opinions on education of children with locomotion disorders in full families where both parents work and the grandparents look after the child (ability to perceive emotions of other people (x2 = 5,054; f = 2; p < 0,025); tolerance ((x2 = 7,84; f = 2; p <0,0001) estimation of other opinions ( x2 = 8,491; f = 2; p<0,005)).
Results of phenomenological case study are discussed in chapter 3.4. 3.4.1. Results of unstructured interviewing are discussed in chapter 3.41. The interview involved children with locomotion disorders (N=2), mothers
(N=5), fathers, (N=4) brothers (N=2), grandmothers (N=3), caretakers(N=2), doctors (N=2) and tutors (N=3). The unstructured interview developed during the survey included topics associated with the objective of the research - to determine the effect of family training provided to a child with locomotion disorders upon psychosocial expression.
Data of the unstructured interviewing expose an external dimension of psychosocial training environment of a child with locomotion disorder which manifests via the child's self-expression and an internal dimension which manifest trough a range of supplied services.
Analysis of the observation data are produced in chapter 3.4.2. The thesis describes an observation carried out in natural circumstance in the presence of the researcher designed to collect data about E5m16 (tereinafter referred to as Evelina, the
21
actual name has been changed). Evelina’s case was chosen to reveal peculiarities of communication and cooperation with contemporaries, family members, familiar and unfamiliar people, emotions, mood and latent self-expression abilities of a child with severe locomotion disorders (cannot walk, stays in a wheelchair, is weak-handed, limited movement of hands).
22
12
68
14
17
2830
9 9
1715
0
5
10
15
20
25
30
35
1 2 3 4
Teacher's activity
Pupil activity
Evelin's activity
Picture 6. Expression of activity of the survey participants in various stages of a lesson (frequency of activity is evaluated in ranges of 10 minutes)
Teacher-observed expression of activity of healthy girls and Evelina in various
stages of a lesson (see Picture 6), the number of interaction possibilities from teacher’s expression of activity at the onset of the lesson. During the lesson, the girls contract and their expression of activity increases as they fulfill their tasks. The observation results reveal the external dimension of psychosocial training environment which manifests via interrelations.
3.4.3. Results of the survey of the content of personal documents
The survey of the content of personal; documents is based on the sources subdivided into two groups according to the techniques of their preparation: 1) personal video and audio records: 300 photos, films; 2) personal written works: four essays, two volumes of poetry (over 200 poems), two teacher reflections, parental diary.
Personal written documents. Analysis of the content of the documents employed an unusual source – father’s
written diary about his children. The diary is rather brief and lacks comprehensiveness and had not been journalized on a regular basis, but it describes major moments associated with the daughter’s physical state and her father’s inner state in each case. The diary had been kept for 5 month and comprises 24 pages. The survey selected from the diary meaningful units indicating the father's mood and inner experiences which helped to determine dimensions of psychosocial environment.
Analysis of the written documents – poems and essays – revealed the girl’s ambitions and dreams. The survey reveals that a good psychological climate in the family, parental responsibility and efforts invested into the girl’s education allowed her to acquire abilities to communicate with a variety of people, both adults and
22
contemporaries. However, it is obvious that the girl suffers her complicated situation and refuses to resign herself to her fate. Seeing other handicapped people who are in a similar situation, she tries to compare their fates and thus suffers additionally since "she sees herself in them as in a mirror”. A supposition that the girl's acquaintance with sufferings of other disordered people is skimpy might be made. Such experience might help her to embrace her disorder and supposedly encourage her to search for new opportunities in herself.
The survey shows that the girl often feels lack of self-sufficiency and self-responsibility since she frequently is unable to make decisions concerning her life. Although in the face of her parents’ concern, she does her best not to expose negative emotions and hides her inner-self. Thus, the girl suffers not only because of her disability, but for her relatives as well since her disordered locomotion restricts life opportunities of the entire family. The survey led towards the disclosure of external and internal dimensions of the psychosocial environment.
Summary of the phenomenological case study Analysis of the data collected during the interviewing, observation and scrutiny
of personal documents focuses on the meaningful units revealing the child’s and other individuals’ approaches towards locomotion disorders. Speaking about the child’s with locomotion disorders and other individuals’ approaches, the major stress has been put on perceptive reasons associated with subjective values, i.e. searches of sense in science, culture, activity and relations with other people.
23
Chapter 3.5 presents a summary of empiric research including the model of dimensions of psychosocial environment. The scrutiny of expert evaluation, the analysis of legal instruments regulating provision of aid, the teacher and parental evaluation of school preparation to train all children together and the phenomenological case study prove that in attempts to restore and boost opportunities of children with locomotion disorders and to encourage their integration into the society, an important role is played by psychosocial environment (see Picture 7) comprising an external and an internal dimension.
Picture 7. Model of the dimensions of psychosocial training environment
The internal dimension associated with inner experiences of a child with
locomotion disorders comprises: • self-evaluation associated with self-sufficiency and self-cognition encourages to
express oneself, to assess one’s own opportunities and set future objectives; • personal experience acquired via communication with others is important to
develop social competences in a child with locomotion disorders;
24
• presence of future objectives encourages self-expression and self-sufficiency in a child with locomotion disorders;
• the feeling of self-sufficiency allows a child with locomotion disorders to become independent and aspire goals;
• the sense of self-responsibility allows a child with locomotion disorders to make relevant decisions in his personal life; The external dimension manifests in interaction with other people and the
surrounding environment and includes: • adaptability of physical environment and public transport to ensure accessibility
of public institutions by a child with locomotion disorders; • positive interrelations with contemporaries, family members and other people
facilitate development of social competences in a child with locomotion disorders; It is important for a disordered person to be able to make sound decisions, to show tolerance, to communicate, to express one's own emotions and to rely upon oneself what becomes possible only via communication and cooperation;
• experience acquired in training children with locomotion disorders or in communication with them forms a positive approach towards a disorder;
• the interaction employed in the training process naturally forms conditions favourable to communication, cooperation and development of social competences. The family forms initial and fundamental competences and skills essential in a person’s life – self-sufficiency, responsibility and ability to take care of one-self – whereas social competences may be acquired only via communication and cooperation.
• public approach towards a disabled person and his activity associated with the provision of aid to a child with locomotion disorders and his/her integration into the society. significance and positive teacher approach towards education allows acknowledgement of a child with locomotion disorders as an equally important personality.
In certain cases, dimensions of psychosocial environment are prominent while in other cases they remain invisible.
CONCLUSIONS 1. To ground the essence of dimensions of psychosocial environment the thesis employs theories of constructivism and pragmatism which helped to reveal the inner state, experience, ability to perform on one's own and singularities of communication and cooperation of children with locomotion disorders. The work also considers holistic ideas facilitating disclosure of the needs, interests and ambitions of a disordered child. The theory of logotherapy used in the thesis allowed to concentrate on human subsistence and searches of human subsistence by people with locomotion disorders. 1.1. Analysis of theoretical works on locomotion disorders reveal that physical and motional disorders may be inherited, inborn or acquired via a range of diseases of the central and peripheral nerve systems or as a result of various injuries and chronic diseases. Theoretical works distinguish two major groups of physical and motional disorders: 1) disorders of the gross motor function resulting in child’s motional disability or impaired movement; 2) disorders of the minor motor function resulting in impaired movement or impaired ability to perform certain movements /
25
alterations of a spatial body position. Such disorders are referred to as locomotion (motional) disorders in the thesis. 1.2. Survey of scientific sources revealed that psychosocial development of both children with locomotion disorders and children without disorders follow the same patterns while the singularities result from the nature of the disorder. The most important component of training process is a pedagogic interaction perceived as an active communication between two parties during which the participants affect each other. Training of children with locomotion disorders in a comprehensive school helps them to learn to communicate with other children and thus to better prepare for their life outside school. Also, training together with other children forms a positive approach of healthy children towards disordered children. 1.3. Scrutiny of a range of legal instruments (European Union (Maastricht) Treaty, United Nations Convention on Children Rights, Concept of Education of the Republic of Lithuania, Draft of Special Training, the Constitution of the Republic of Lithuania, Act of Social Integration of the Disabled, Education Act of the Republic of Lithuania, Act of Special Training, National Program of Social Integration of Disordered People 2003-2012) revealed that the public is encouraged to acknowledge personal differences and create conditions facilitating training of disordered children at comprehensive schools. 2. Result of expert evaluation of preparation of schools to provide training to children with locomotion disorders revealed insufficient adaptability of physical environment at schools, insufficient cooperation between parents and training specialists, unresolved problem of transportation of children with locomotion disorders to school and insufficient dissemination of positive experience. Experts believe the success in training of children with locomotion disorders depends to a large extent on parental and teacher approach towards a child with locomotion disorders and his/her performance. However, it has to be pointed out that a major part of teachers approve the idea to teach children with locomotion disorders together with other children and encourage communication between both groups. 3. Scrutiny of legal instruments on provision of aid to children with locomotion disorders revealed the state invests into training of the disabled as the laws provide for flexible organization of training and search of various training forms. However, insufficient attention is paid to the establishment of teacher assistants, the instruments lack a comprehensive description of administration of final examination when disorders preclude children from arrival at examination centers or written examination. Although the law provides for adaptability and accessibility of natural environment to children with motional disorders, there is still a lack of attention to mobility of people with motional disorders and adaptability of transport and home environment. On the grounds of the scrutinized legal instruments, it can be stated that children with locomotion disorders are unable to take an equal part with teachers and parents/ caregivers in decisions on their training. State investment into preparation of teachers of general subjects for training of children with locomotion disorders is insufficient. Also, a shortage of methodological literature on training of children with locomotion disorders has been observed. 4. Interviewing of parents and teachers led to conclusions on preparation of schools to provide education to children with locomotion disorders, data on training possibilities, dissemination, most favourable for disordered children training environment and importance of training of teachers and training within a family.
26
4.1. Enquiries on training opportunities for disordered children are addressed by the Commission of Special Training, special teachers, social teachers, healthcare personnel, speech therapists and school administrations. Parents and teachers, however, consider the most reliable the information provided by the Commission of Special Training. Another source of information important to parents is advice by friends and parents who have already encountered similar problems.
4.2. The most favourable conditions for social training of children with locomotion disorders are created under full or partial integration in a comprehensive school and within a family with both parents. Children with locomotion disorders who learn within a framework of full integration successfully develop an ability to perceive and express their emotions and communicate with adults. Children with locomotion disorders who learn within a framework of partial integration face difficulties in communication with their contemporaries, lack self-sufficiency, self-reliance and responsibility. Children who are taught at home lack self-reliance and self-sufficiency. Children taught at home and within a framework of partial integration lack tolerance and deference to other people. Children with locomotion disorders who learn within a framework of partial integration or at home expose unstable emotions ranging from extremely negative to extremely positive.
4.3. In the process of education of children with locomotion disorders, an important role is played by professional training, qualification and experience of their teachers. Both, parents and teachers acknowledge that fears for the child’s security constitute a serious impediment in training of children with locomotion disorders. 4.4. Both, parents and teachers claim that schools are not adaptable to teaching children with locomotion disorders within a comprehensive school: unequipped physical environment of schools, insufficient qualification of teachers.
5. The phenomenological case study revealed: 5.1. Results of the unstructured interviewing indicate that some teachers
attempt to create a safe training environment encouraging cooperation while others mistrust their proficiency or abilities to generate environment safe to all children. Especially distinct among teachers are subject teachers, whose main concern comprises good academic results and who thus disapprove training of disordered children at comprehensive schools. The effect of training of children with locomotion disorders within their families is particularly important for their psychosocial expression. If positive interpersonal relations dominate in the family of a child with locomotion disorders and family members trust each other, the child positively describes his/her family and his/her abilities, shows self-confidence and has future ambitions. If the family maintains hostile interrelations or the family is incomplete, the child with locomotion disorders lacks future ambitions and negatively describes his/her family and him/herself.
5.2. Data collected during observations prove that it is very important for a child with locomotion disorders to realize that he/she is a personality interesting to communicate with and needs no exposure of sympathy or compassion. The expression of activity of pupil communication depends on teacher’s approach. 5.3. Scrutiny of photos and filmed material revealed that in the scrutinized case, disordered locomotion confines life opportunities of the family: the family life is rather indrawn – the analyzed documents depict only family members and family holidays.
27
Analysis of the written documents – poems and essays – revealed ambitions, dreams, self-assessment and evaluation of the immediate environment of a child with locomotion disorders. In the case under scrutiny, a good psychological climate in the family, parental responsibility and efforts invested into the child’s education allowed the child to acquire abilities to communicate with a variety of people, both adults and contemporaries. However, the survey revealed that the child with locomotion disorders often feels lack of self-sufficiency and self-responsibility since he/she frequently is unable to make decisions concerning his/her life. Thus, the child suffers not only because of his/her disability, but for his/her relatives as well since his/her disordered locomotion restricts life opportunities of the entire family as the photos and filmed material reveal.
6. In preparation of a child with locomotion disorders for life in an open society, it is essential to create a favourable psychosocial training environment where everyone was able to communicate and cooperate in spite of one’s disorders. The research results facilitated preparation of a model to reveal external and internal dimensions of psychosocial training environment for children with locomotion disorders.
• the external dimension comprises provided services including: adaptability of physical environment and public transport, public approach towards the disordered and their activities, interrelations, experiences and training;
• the internal dimension comprises self-expression of a child with locomotion disorder including: self-esteem, personal experience, future objectives, self-sufficiency and self-responsibility.
RECOMMENDATIONS
TRAINERS OF TEACHING PERSONNEL ARE RECOMMENDED: to include into teacher training curricula a subject to develop teacher abilities to
train children with locomotion disorders and prepare future teachers for performance in a classroom attended by disordered children along with other children.
to encourage future teachers to do professional practices during which a positive approach towards the disabled and their activities is formed and experience in training of children with various disorders is acquired.
SCHOOL ADMINISTRATORS ARE RECOMMENDED: to form a positive and favourable to all children psychosocial environment. to invest efforts to adapt school's physical environment to children with
locomotion disorders. to encourage cooperation of teachers, children with locomotion disorders and
their parents. to involve children with locomotion disorders and their parents into social events
held at schools. ADMINISTRATORS OF PROFESSIONAL COURSES ARE RECOMMENDED:
to develop a positive approach towards training of disordered children along with other children during professional training courses and seminars.
to organize seminars for subject teachers on training children with locomotion disorders along with other children.
to discuss, during the seminars, the most effective teaching methods applicable to children taught at home.
28
PARENTS AND CAREGIVERS OF CHILDREN WITH LOCOMOTION DISORDERS ARE RECOMMENDED:
to seek cooperation with teachers. to expose initiative in preparation of social events held at schools the aim of
which is to prove a child with locomotion disorder constitutes no impediment to the training process.
to show interest in training achievements and opportunities of their child with locomotion disorders.
to share positive experience which might be used by parents who have children with locomotion disorders and teachers responsible for their training.
to maintain a family environment encouraging all family members to have their ambitions.
Scientific publications on the issue
1. Gedvilienė G., Baužienė Z., 2007, Vaikų, turinčių judėjimo sutrikimų, ugdymo bendrojo lavinimo mokykloje kliūtys ir galimybės. / Educational opportunities and obstacles for children with motor disabilities in mainstream school /– Specialusis ugdymas 2(17), 120–131. ISSN 1392-5369.
2. Gedvilienė G., Baužienė Z., Darbutaitė O., 2008, Šeimos vaidmuo judėjimo sutrikimų turinčių vaikų socialiniams gebėjimams./ The role of the family in developing social skills among children with movement disabilities//– Soter 26 (54), 70–87. ISSN 1392-74-50.
3. Gedvilienė G., Baužienė Z., 2008, Vaikų, turinčių judėjimo sutrikimų, socialinių gebėjimų ugdymas. / Education of social skills in children with motor impairment//– Specialusis ugdymas 1(18), 158–168. ISSN 1392-5369.
4. Gedvileinė G., Baužienė Z., Vaiko su lokomocijos sutrikimais tarpusavio sąveika šeimoje./ Child‘s with a Locomotional Disability Family Interactions //– Pedagogika, ISSN 1392-0340. (atiduota spaudai 2009 02 16)
29
REZIUMĖ
Šiuo metu integruoto vaikų, turinčių įvairių raidos sutrikimų, ugdymo problema sulaukia didelio pasaulio edukologų dėmesio. Sėkmingos pedagoginės sąveikos prielaidas tarp normaliai besivystančių ir sutrikimų turinčių vaikų, jų bendravimo ir bendradarbiavimo galimybes analizavo šie mokslininkai: D. Montogomery (1990), J. W. Kugelmass (1989), V. Nolet ir kt. (1994), J. Lovey (1995), P. G. Mathes ir kt. (1998). R. Blum ir kt. (2001) savo tyrimuose aptarė lėtinių, ortopedinių ir neuroraumeninių ligų poveikį paauglių santykiams su bendraamžiais. L. Eriksson ir kt. (2007), J. Pivik ir kt. (2002), R. Schenker ir kt. ( 2003; 2005; 2006), N. Burstein ir kt. (2004) analizavo galimybes sukurti palankią ugdymo aplinką, skirtą vaikams su motorikos sutrikimais (sergantiems cerebriniu paralyžiumi). Inkliuzinio ugdymo sampratą, kaip galimybę, leidžiančią atsižvelgti į visų vaikų poreikius, savo darbuose aptarė J. Tomlinson (1996), M. E. King-Sears ir kt. (1996), Ch. Walter-Thomas ir kt. (2000), L. Barton, (2008), T. Loreman ir kt. (2007) ir t. t. Tėvų požiūrį į ugdymo galimybes tyrinėjo S. S. Zinkil ir kt. (2000) ir t. t., visuomenės požiūrio kaitą neįgaliųjų atžvilgiu – A. Bakk ir kt. (1997) ir t. t.
Pasaulyje per metus gimsta apie 3 % vaikų, turinčių raidos sutrikimų (iš tūkstančio gimusių gyvų naujagimių beveik trims nustatoma nustatomas cerebrinis paralyžius) (Stanley, 1984; Uvebrant, 1988). Statistikos departamentas prie Lietuvos Respublikos Vyriausybės pateikia duomenis, rodančius, kad 1999–2000 m. m. specialiųjų poreikių turintys vaikai sudarė 8,5 % Lietuvos moksleivių, 2000–2001 m. m. – 9 %, 2001–2002 m. m. – 9,4 %, 2004 m. – 7 % (Socialinis pranešimas, 2004), 2005 – 16 %, 2006 – 16,5 % (Socialinis pranešimas, 2007), šie skaičiai yra panašūs į daugelio kitų Vakarų šalių statistinius duomenis. Tačiau Lietuvoje pasigendama statistinių duomenų apie vaikus, turinčius judėjimo sutrikimų.
Šiame darbe, skirtame psichosocialinei aplinkai lokomocijos sutrikimo atveju, siekiama atsakyti į keliamus pagrindinius probleminius klausimus:
5. Kaip lokomocijos sutrikimų turinčiam vaikui aplinka ir asmenybės savybės padeda / trukdo mokytis kartu su kitais bendraamžiais?
6. Kokias ugdymosi galimybes turi vaikai su lokomocijos sutrikimais? 7. Kaip teikiama parama, numatyta reglamentuojančiuose dokumentuose, lemia
lokomocijos sutrikimų turinčių vaikų ugdymosi galimybes? 8. Kokios psichosocialinės aplinkos dimensijos yra svarbios ugdant vaikus su
lokomocijos sutrikimais? Tyrimo objektas – vaikų, turinčių lokomocijos sutrikimų, ugdymo psichosocialinės aplinkos dimensijos.
Tikslas – atskleisti ir empiriškai pagrįsti vidinę ir išorinę psichosocialinės aplinkos dimensijas vaikų su lokomocijos sutrikimais ugdymo atveju. Tiriamojo darbo uždaviniai:
7. Atskleisti teorines nuostatas, susijusias su negalia, išryškinant psichosocialinės aplinkos dimensijas sutrikus lokomocijai.
8. Ekspertinio vertinimo būdu patikrinti mokyklų pasirengimą ugdyti lokomocijos sutrikimų turinčius vaikus.
9. Išryškinti paramos teikimo lokomocijos sutrikimų turintiems vaikams kryptis.
10. Nustatyti lokomocijos sutrikimų turinčių vaikų ugdymo galimybes ir kliūtis bendrojo lavinimo mokykloje mokytojų ir tėvų požiūriu.
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11. Pasitelkus kokybinį fenomenologinį tyrimą, išryškinti vaikų su sutrikusia lokomocija ugdymo vidines ir išorines psichosocialinės aplinkos dimensijas.
12. Parengti modelį, atskleidžiantį lokomocijos sutrikimų turinčių vaikų ugdymo vidines ir išorines psichosocialinės aplinkos dimensijas.
Ginamieji teiginiai:
1. Keičiantis požiūriui į neįgaliuosius, vaikams, turintiems lokomocijos sutrikimų, atsiranda galimybė mokytis bendrojo lavinimo mokykloje. Šio proceso vyksmui labai svarbi palanki psichosocialinė aplinka, kurią veikia išorinė ir vidinė dimensijos. Išorinė dimensija, susijusi su vaiką supančia aplinka, atsiskleidžia sąveikaujant su kitais asmenimis, tai: šeimos narių, pedagogų, visuomenės požiūris į neįgalųjį, jo veiklą; šeimos narių, bendraamžių tarpusavio santykiai; patirtis; parama; ugdymas; fizinės aplinkos ir viešojo transporto pritaikymas. Vidinė dimensija susijusi su lokomocijos sutrikimų turinčio vaiko vidiniais išgyvenimais, tai: savęs vertinimas; asmeninė patirtis; tikslai, susiję su ateitimi; savarankiškumas; atsakomybė už save.
2. Tobulėjant medicininei technikai, vaikams, turintiems sunkių lokomocijos sutrikimų, atsiranda galimybė gyventi visavertį gyvenimą. Iki 2005 m. vaikai, turintys lokomocijos ir kvėpavimo sutrikimų, Lietuvoje buvo slaugomi vaikų intensyviosios terapijos skyriuose. Sukūrus portatyvinius dirbtinės plaučių ventiliacijos aparatus, vaikai gali gyventi namuose, tačiau dėl sudėtingos slaugos jie negali lankyti bendrojo lavinimo įstaigų. Norint išvengti specialiųjų ugdymo įstaigų ir siekiant sudaryti sąlygas vaikams, turintiems sudėtingų lokomocijos sutrikimų, gyventi namuose, galima organizuoti jų mokymąsi kartu su bendraamžiais, kai kurias pamokas rengiant ne mokykloje, bet vaiko, turinčio sutrikimų, namuose, į kuriuos pakviečiami keli klasės draugai. Su vaiko, turinčio lokomocijos sutrikimų, pasiekimais turi būti supažindinama mokyklos bendruomenė. Toks mokymasis yra pagrįstas abipusio bendradarbiavimo principais ir sudaro sąlygas vaikui, turinčiam lokomocijos sutrikimų, atstatyti nutrūkusį ryšį su išoriniu pasauliu ir ugdyti socialinius gebėjimus.
Atliekant tyrimą remtasi šiomis metodologinėmis nuostatomis: Fenomenologiniu požiūriu (Neuman, 2000; Rudestam ir kt. 2001; Bitinas, 2006;
Žydžiūnaitė, 2008), leidžiančiu aprašyti asmens, turinčio lokomocijos sutrikimų, gyvenimo patirtį, nesiejant jos su teoriniais ir socialiniais konstruktais.
Humanistine ugdymo teorija (Maslow, 2006; Rogers, 2005; McLaughlin, 1997; Ruškus, 2002), kurios svarbiausias tikslas – adekvačios asmenybės ugdymas. Pagrindiniai šia teorija pagrįsto ugdymo reikalavimai: a) formuoti teigiamą vaiko požiūrį į save, b) ugdyti gebėjimą indentifikuoti save lyginant su kitais; c) būti atviram patirčiai ir jos įsisavinimui; d) gebėti valdyti jutimus ir pojūčius, įgytus mokykloje ir kitose aplinkose.
Įgalinimo (Empowerement) koncepcija (Levine ir kt. 1987; Douglas ir kt. 1995; Ruškus ir kt. 2007b; Gerulaitis, 2007), suteikiančia individams galimybę įžvelgti ne trūkumus, bet kompetencijas ir stiprybes, kurios padidina pasitikėjimą savimi, autonomijos, laisvės ir atsakomybės už save siekimą.
Logoterapijos teorija (Suris ir kt. 1996; Swift, 1997; Frankl, 2007; Blum, 2001; Fok ir kt., 2007; Pukelis, 1998), sutelkiančia dėmesį į žmogaus būties prasmę ir jos ieškojimą ir teigiančia, kad individas, kuris neįstengia tikėti savo ateitimi, netenka dvasinės pusiausvyros, o vėliau žlunga ir fiziškai.
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Pilnutinio (holistinio) požiūrio nuostata (Maslow, 2006; Šalkauskis, 1992; Pukelis, 1998; Ališauskienė, 2005; Kanišauskas, 2008), akcentuojančia vaiko, kuris vėliau taps paaugliu, suaugusiu žmogumi, poreikius ir siekius.
Pragmatizmo paradigma (Patton, 1990; Murphy, 1990; Džeimsas, 1995; Pukelis, 1998; Duoblienė, 2006), leidusia remtis įvairiais požiūriais, renkant ir analizuojant duomenis, aptariant darbo probleminius klausimus.
Socialiniu konstruktyvizmu (Herr ir kt., 1996; Saraga, 1998; Berger ir kt., 1999; Hargreaves, 1999; Neuman, 2000; Brookfield, 2005; Ruškus, 2002; Teresevičienė ir kt., 2004), traktuojantis žinių kūrimą, kaip socialinę žmonių sankirtą ir sąveiką yra šio tyrimo meodologinis pa grindas, kuris leido atskleisti ir suprasti vaikų, turinčių lokomocijos sutrikimų, savijautą bei išryškinti ugdymo psichosocialinės aplinkos vidinę ir išorinę dimensijas.
Darbo mokslinis naujumas Lietuvoje vaikų, turinčių judėjimo sutrikimų, socialinės gerovės problemos nėra
pakankamai išspręstos. Plintant vakarietiškoms idėjoms negalios paliestus vaikus siekiama integruoti į visuomenę (priimti Invalidų integracijos įstatymas, specialiojo ugdymo įstatymai, veikia nevyriausybinės organizacijos, neįgaliųjų gyvenimui didelį dėmesį skiria žiniasklaida), tačiau rūpinimasis vaikais, turinčiais lokomocijos sutrikimų, dažniausiai yra tik deklaratyvus: integracijai į visuomenę trukdo daug kliūčių, kurias šiame darbe nustatyti padėjo atlikta atvejo analizė.
Lokomocijos sutrikimų turinčių vaikų situaciją galima pavadinti ypatinga, nes jų būsenos negalima sutapatinti nei su ligonio, nei su žmogaus, neturinčio sveikatos problemų, savijauta. Be to, sutrikimų turintys vaikai negali dalyvauti daugelyje visuomenės gyvenimo sričių, nors ir nėra atskirti nuo visuomenės. Mokslo pasiekimai medicinos ir technologijų srityse sudaro palankesnes sąlygas plėtoti bendravimą ir bendradarbiavimą tarp vaikų, turinčių sunkių lokomocijos sutrikimų, ir jų bendraamžių, pedagogų ir kt. Atliktas fenomenologinis atvejo tyrimas padėjo nustatyti latentines saviraiškos galimybes, reikalingas vaikų, turinčių sutrikimų, gyvenimo situacijai pagerinti. Šiame darbe aprašytos psichosocialinės aplinkos dimensijos lokomocijos sutrikimo atveju leido suformuluoti apibendrinančią išvadą, kad įmanoma ir būtina organizuoti vaikų, turinčių lokomocijos sutrikimų, ir vaikų be sutrikimų ugdymą kartu, nes tai padeda plėtoti neįgaliojo socialinius gebėjimus. Darbe aprašytas tyrimas pasižymi teoriniu aktualumu: išsamiai aptartos išorinė ir vidinė psichosocialinės aplinkos dimensijos lokomocijos sutrikimo atveju papildo kitus šiai temai skirtus teorinius darbus.
Darbe aprašyto tyrimo rezultatais galėtų būti remiamasi praktinėje veikloje – įgyvendinant Lietuvos švietimo reformos humanizmo principą, t. y., kuriant vaikų, turinčių lokomocijos sutrikimų, ir vaikų be sutrikimų ugdymo kartu sistemą, leidžiančią atkurti vaikų ir socialinės aplinkos ryšį, padedančią vaikams ir jų šeimoms išeiti iš saviizoliacijos.
Mokslinio tyrimo metodai taikyti disertacijoje • Mokslinės literatūros analizė. Rengiantis tyrimui atlikta Lietuvoje ir kitose šalyse
parengtų literatūros šaltinių, susijusių su lokomocijos sutrikimų problema, analizė; išnagrinėti ir įvertinti mokslinėje literatūroje pateikiami teoriniai teiginiai ir išanalizuoti joje aprašytų praktinių tyrimų duomenys. Mokslinės literatūros analizė padėjo suformuluoti lokomocijos sutrikimo sampratą, sudaryti vidinių ir išorinių psichosocialinės aplinkos dimensijų sąrašą, kitų veiksnių klasifikacijas ir t. t.
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• Dokumentų analizės metodas – Lietuvos švietimo dokumentų analizė buvo pasitelkta sutrikusios lokomocijos vaikų situacijai įvertinti, išryškinti ir apibendrinti specialiajam ugdymui keliamus bendruosius reikalavimus. Europen Commision Eurostat, LR Statistikos departamento, LR Sveikatos ministerijos statistiniai duomenys leido pateikti sutrikusios lokomocijos vaikų populiacijos statistinių duomenų analizę.
• Kiekybinis metodas: • Kiekybinis tyrimas naudotas siekiant įvertinti mokyklų pasirengimą ugdyti
lokomocijos sutrikimų turinčių vaikų pedagogų ir tėvų požiūriu. Tyrime dalyvavo mokytojai, bendravę su vaikais, turinčiais lokomocijos sutrikimų, tėvai, auginantys lokomocijos sutrikimų turinčius vaikus, ir tėvai, kurių vaikai neturi sutrikimų, bet bendrauja su lokomocijos sutrikimų turinčiais vaikais. Šiam tyrimui taikyta procedūra: anketinė apklausa raštu norint nustatyti mokyklų pasirengimą ugdyti sutrikusios lokomocijos vaikus su vaikai, neturinčiais šių sutrikimų.
• Kokybiniai metodai: • Ekspertinis vertinimas. Ekspertų apklausa pasitelkta siekiant atskleisti, kaip
mokyklos pasirengusios visų vaikų (tarp jų ir turinčių lokomocijos sutrikimų) ugdymui kartu. Apklausos būdu gautiems duomenims apibendrinti taikyta SSGG (stiprybių, silpnybių, grėsmių, galimybių) analizė.
• Dokumentų turinio analizė. Dokumentų turinio analizė taikyta siekiant aptarti ir apibendrinti įvairiuose dokumentuose numatytos paramos teikimo vaikams, turintiems lokomocijos sutrikimų, kryptis.
• Fenomenologinis atvejo tyrimas. Atvejo tyrimas taikytas siekiant atskleisti ugdymo šeimoje ir psichosocialinės aplinkos įtaką vaiko, turinčio lokomocijos sutrikimų, savivertės suvokimui ir saviraiškos galimybėms. Fenomenologiniam atvejo tyrimui duomenims rinkti pasitelkti interviu, stebėjimo, asmeninių dokumentų tyrimo, turinio analizės metodai. Apibendrinus empirinio tyrimo rezultatus aprašytos psichosocialinės aplinkos dimensijos sutrikus lokomocijai.
• Statistiniai metodai: Tyrimo duomenys analizuoti ir apibendrinti taikant SPSS 16 programinį paketą ir
Microsoft Exsel. Visi tyrimo etapų metu gauti duomenys apdoroti matematikos statistiniais metodais: naudoti aprašomosios statistikos ir dažnių procentais skaičiavimai. Skirtumui tarp duomenų, gautų iš dviejų tiriamųjų grupių nustatyti buvo taikoma dispersinė analizė (ANOVA), priklausomybė tarp tiriamų reiškinių panaudojant chi kvadrato (x2) kriterijų ir ryšio matus, susijusius su chi kvadrato statistika. Skirtumų kritinės ribos nustatytos p < 0,05 lygmeniu. Ryšių stiprumas įvertintas Kendalo tau koreliacijos koeficientu (žymimas bτ ) ir tiesinės koreliacijos koeficientu (kitaip vadinamu Pirsono koeficientu) (Vaitkevičius ir kt., 2006; Čekanavičius ir kt., 2000). Disertacijoje aprašomas tyrimas vykdytas keliais etapais:
• I etapas (2005 m. balandis–gegužė). Šiuo tyrimo etapu atliktas ekspertų vertinimas, skirtas tirti šiuos socialinius reiškinius: 1) mokymosi bendradarbiaujant įtaką sutrikusios lokomocijos vaikų tarpusavio sąveikai su bendraamžiais, pedagogais; 2) pedagogų patirtį ir mokyklų pasirengimą ugdyti visus vaikus kartu, nepaisant jų negalių ir sutrikimų. Būtent pastarasis socialinis reiškinys leido atskleisti psichosocialinės aplinkos išorinę dimensiją. Tyrimui atlikti naudota Stirprybių, Silpnybių, Galimybių, Grėsmių
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(SSGG) analizė, leidusi įvardyti mokyklų pasirengimo privalumus (Strength), trūkumus (Weaknesses), galimybes (Opportunities) ir grėsmes (Treatrs) ugdant visus vaikus kartu. Tyrimo metu naudotas nestruktūrizuotas interviu, užfiksuotas diktofonu. Remiantis tyrimo rezultatais parengta anketa.
• II etapas (2008 m.). Šiuo tyrimo laikotarpiu analizuoti dvidešimt du dokumentai (išleisti po Lietuvos nepriklausomybės atkūrimo), susiję su paramos teikimu lokomocijos sutrikimų turintiems vaikams. Tyrimo metu atlikta kokybinė ir kiekybinė dokumentų turinio analizė. Dokumentų turinys konceptualizuotas, išskiriant kategorijas, kurių teiginius sieja semantinio panašumo kriterijus. Dokumentų analizė pasitelkta siekiant išryškinti paramos, teikiamos lokomocijos sutrikimų turintiems vaikams, kryptingumą ir šių vaikų ugdymo galimybes Lietuvos švietimo sistemoje.
• III etapas (2006 m.). Šiuo tyrimo etapu atlikta anketinė apklausa, kuria siekiama įvertinti mokyklų pasirengimą ugdyti vaikus, turinčius lokomocijos sutrikimų. Anketinėje apklausoje dalyvavo dvi respondentų grupės: 1) pedagogai, turintys darbo patirties ugdant sutrikusios lokomocijos vaikus; 2) tėvai, auginantys vaikus, turinčius lokomocijos sutrikimų, ir tėvai, kurių vaikai draugauja vaikais, turinčiais lokomocijos sutrikimų.
• IV etapas (2005–2008 m.). Šiuo laikotarpiu remiantis fenomenologijos teorija atliktas atvejo tyrimas, kurios tikslas – atskleisti vaiko, turinčio lokomocijos sutrikimų, ugdymo šeimoje įtaką psichosocialinei raiškai. Tyrimo tikslai pasiekti pasitelkus kelis metodus: interviu, asmeninių dokumentų (lokomocijos sutrikimų turinčio vaiko tėvo dienoraščio, lokomocijos sutrikimų turinčio vaiko rašytinių darbų) ir nuotraukų turinio analizę, stebėjimą.
• V etapas. Šiuo etapu, siejant ir derinant tyrimų duomenis, gautus įvairiais metodais, aprašytos ir paaiškintos ugdymo psichosocialinės aplinkos dimensijos sutrikus lokomocijai.
IŠVADOS 1. Psichosocialinės aplinkos dimensijų esmei pagrįsti darbe remtasi konstruktyvizmo ir pragmatizmo teorijomis, padėjusioms atskleisti lokomocijos sutrikimų turinčių vaikų savijautą, patirtį, gebėjimą veikti savarankiškai, bendravimo ir bendradarbiavimo ypatumus. Darbe taip pat remtasi holizmo idėjomis, kurios padėjo atskleisti sutrikimų turinčio vaiko poreikius, interesus, tikslus. Darbe pasitelkta logoterapijos teorija leido sutelkti dėmesį į žmogaus būties prasmę ir jos paiešką sutrikusios lokomocijos atveju. 1.1. Išanalizavus teorinius darbus, skirtus lokomocijos sutrikimams, paaiškėjo, kad fiziniai ir judėjimo sutrikimai gali būti paveldėti, įgimti arba įgyti susirgus centrinės arba periferinės nervų sistemos ligomis bei patyrus įvairaus pobūdžio traumas ir kitomis lėtinėmis ligomis. Teoriniuose darbuose skiriamos dvi pagrindinės fizinių ir judėjimo sutrikimų grupės: 1) stambiosios motorikos sutrikimai, lemiantys vaiko negalėjimą judėti arba ribotą gebėjimą judėti; 2) smulkiosios motorikos sutrikimai, lemiantys sutrikusį judėjimą arba sutrikusį gebėjimą atlikti tam tikrus judesius / keisti kūno padėtį erdvėje. Tokie sutrikimai darbe vadinami lokomocijos (judėjimo) sutrikimais.
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1.2. Mokslinės literatūros analizė atskleidė, kad psichosocialinė vaikų, turinčių lokomocijos sutrikimų, ir vaikų be judėjimo sutrikimų raida vyksta pagal tuos pačius dėsningumus, tačiau raidos specifiškumą nulemia sutrikimo pobūdis. Svarbiausias ugdymo proceso komponentas – pedagoginė sąveika, suprantama kaip aktyvus dviejų dalyvių arba grupių bendravimas, kurio metu visi dalyvaujantys nariai daro poveikį vieni kitiems. Vaikų, turinčių lokomocijos sutrikimų, mokymas bendrojo lavinimo mokykloje padeda jiems išmokti bendrauti su kitais vaikais ir tokiu būdu geriau pasirengti gyvenimui už mokyklos ribų. Be to, ugdymas kartu visų vaikų formuoja teigiamą sutrikimų neturinčių vaikų požiūrį į vaikus su sutrikimais. 1.3. Įvairių dokumentų (Europos Sąjungos sutarties (Mastriko sutarties), Jungtinių Tautų Vaiko teisių konvencijos, Lietuvos Respublikos Švietimo koncepcijos, Specialiojo ugdymo metmenų, Lietuvos Respublikos Konstitucijos, Lietuvos Respublikos Invalidų socialinės integracijos įstatymo, Lietuvos Respublikos Švietimo įstatymo, Specialiojo ugdymo įstatymo, Nacionalinės žmonių su negalia socialinės integracijos 2003–2012 programos) analizė atskleidė, kad visuomenė yra skatinama pripažinti asmenų skirtumus ir kurti sąlygas, leidžiančias neįgaliems vaikams mokytis bendrojo lavinimo mokyklose. 2. Ekspertų vertinimo mokyklų pasirengimo ugdyti sutrikusios lokomocijos vaikus rezultatai atskleidė, kad nepilnai pritaikyta mokyklų fizinė aplinka; nepakankamai išplėtotas tėvų bendradarbiavimas su mokykloje esančiais specialistais; nepakankamai išspręsta lokomocijos sutrikimų turinčių vaikų atvežimo į mokyklą problema; menka gerosios patirties sklaida. Ekspertai mano, kad sutrikusios lokomocijos vaikų ugdymo sėkmė priklauso nuo pedagogų ir tėvų požiūrio į neįgalųjį vaiką ir į jo veiklą. Tačiau reikia pažymėti, kad didesnė dauguma pedagogų pritaria sutrikusios lokomocijos vaikų ugdymui kartu ir įvairiais metodais skatina bendravimą tarp abiejų vaikų grupių (turinčių lokomocijos sutrikimų ir neturinčių).
3. Paramos teikimo vaikams, turintiems lokomocijos sutrikimų, dokumentų turinio analizė atskleidė, kad valstybė rūpinasi neigaliųjų ugdymu, nes įstatymai numato lankstų ugdymo organizavimą bei įvairių galimybių ir formų paiešką. Tačiau nepakankamas dėmesys skiriamas mokytojų padėjėjų etatų steigimui, dokumentuose stokoja aprašytos brandos egzaminų tvarkos, kai dėl sutrikimų vaikas negali atvykti į egzaminų laikymo centrus ir pats negali dėl sutrikimo rašyti. Nors įstatymuose ir numatytas aplinkos pritaikymas ir prieinamumas judėjimo sutrikimų turintiems asmenims, tačiau stokojama didesnio dėmesnio judėjimo sutrikimų turinčių asmenų mobilumui ir transporto, būsto pritaikymui. Remiantis analizuotais teisiniais dokumentais, galima teigti, kad vaikai, turintys lokomocijos sutrikimų, negali lygiaverčiai dalyvauti sprendžiant jų ugdymo klausimus kartu su pedagogais ir tėvais / globėjais. Nepakankamas valstybės rūpestis skiriamas bendrųjų dalykų pedagogų pasirengimui ugdyti vaikus, turinčius įvairaus lygio lokomocijos sutrikimų. Taip pat stokojama metodinės literatūros, skirtos sutrikimų turinčių vaikų ugdymui. 4. Atliktos tėvų ir pedagogų apklausos leido daryti išvadas apie mokyklų pasirengimą ugdyti lokomocijos sutrikimų turinčius vaikus, informacijos, susijusios su ugdymo galimybėmis, sklaidą, palankiausią sutrikimų turinčių vaikų ugdymo aplinką, pedagogų pasirengimo ir ugdymo šeimoje svarbą. 4.1. Informaciją apie sutrikimų turinčių vaikų ugdymo galimybes teikia Specialiojo ugdymo komisija, specialieji pedagogai, socialiniai pedagogai, sveikatos priežiūros darbuotojai, logopedai ir mokyklos administracijos. Tėvai ir pedagogai patikimiausia laiko Specialiosios ugdymo komisijos teikiamą informaciją. Tėvams
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svarbus informavimo šaltinis – draugų ir tėvų, turinčių patirties, ugdant specialiųjų poreikių vaikus, teikiama informacija.
4.2. Palankiausios socialinių gebėjimų ugdymo sąlygos sudaromos lokomocijos sutrikimų turinčiam vaikui mokantis visiškos arba dalinės integracijos sąlygomis bei augant pilnoje šeimoje. Lokomocijos sutrikimų turintys vaikai, kurie mokosi visiškos integracijos sąlygomis, geba suprasti ir reikšti savo emocijas, moka bendrauti su suaugusiaisiais. Dalinės integracijos sąlygomis besimokantiems lokomocijos sutrikimų turintiems vaikams sunkiau sekasi bendrauti su bendraamžiais, trūksta savarankiškumo, pasitikėjimo savo jėgomis, atsakomybės. Vaikams, kurie mokosi namuose, stinga pasitikėjimo savo jėgomis, savarankiškumo. Vaikams, kurie mokosi namuose ir dalinės integracijos sąlygomis, trūksta tolerancijos, pagarbos kitam žmogui. Lokomocijos sutrikimų turinčių vaikų, besimokančių dalinės integracijos sąlygomis arba namuose, emocijos yra nepastovios, svyruoja nuo labai neigiamų iki labai teigiamų.
4.3. Ugdant lokomocijos sutrikimų turinčius vaikus, reikšmingas pedagogų pasirengimas, kvalifikacija ir patirtis. Tėvai ir mokytojai teigia, kad viena iš kliūčių ugdyti lokomocijos sutrikimų turinčius vaikus bendrojo lavinimo mokykloje – baimė dėl vaiko saugumo. 4.4. Pedagogai ir tėvai teigia, kad mokyklos nėra pritaikytos lokomocijos sutrikimų turinčių vaikų ugdymui bendrojo lavinimo klasėse: nepritaikyta fizinė mokyklų aplinka, pedagogai nėra pasirengę tokiai veiklai.
5. Fenomenologinis atvejo tyrimas atskleidė: 5.1. Nestruktūrizuoto interviu gauti rezultatai atskleidė, kad kad vieni mokytojai
siekia sukurti visiems vaikams saugią, bendradarbiauti skatinančią ugdymosi aplinką, o kiti mokytojai nepasitiki savo profesionalumu, t. y., gebėjimu kurti saugią aplinką visiems vaikams. Ypač išsiskyrusi mokytojų grupė – dalykų pedagogai, pačiu reikšmingiausiu uždaviniu laikantys gerų akademinių rezultatų siekį ir nepritariantys vaikų, turinčių sutrikimų, mokymui bendrojo lavinimo mokyklose. Vaikų, turinčių lokomocijos sutrikimų, ugdymo šeimoje įtaka labai svarbi jų psichosocialinei raiškai. Jei vaiko, turinčio lokomocijos sutrikimų, šeimoje vyrauja teigiami tarpasmeniniai santykiai, šeimos nariai pasitiki vienas kitu, vaikas šeimą apibūdina teigiamai, palankiai vertina savo galimybes, pasitiki savimi, turi tikslų, susijusių su ateitimi. Jei šeimoje vyrauja šalti santykiai arba šeima yra nepilna, vaikas, turintis lokomocijos sutrikimų, neturi aiškių tikslų, susijusių su ateitimi, neigiamai vertina save ir savo šeimą.
5.2. Stebėjimų metu sukauptus duomenys patvirtina, kad vaikui, turinčiam lokomocijos sutrikimų, labai svarbu jaustis asmenybe, su kuria įdomu bendrauti, ir jam visai nereikalingas gailesčio, užuojautos rodymas. Mokinių bendravimo aktyvumo raiška priklauso nuo pedagogo požiūrio. 5.3. Nuotraukų, filmuotos medžiagos tyrimas atskleidė, kad analizuotu atveju sutrikusi vaiko lokomocija apriboja šeimos gyvenimo galimybes: šeimos gyvenimas gana uždaras – analizuotuose dokumentuose užfiksuoti tie patys asmenys, tik šeimos šventės.
Rašytinių dokumentų – eilėraščių, rašinių – analizė atskleidė vaiko, turinčio lokomocijos sutrikimų, siekius, svajones, savęs ir savo aplinkos vertinimą. Analizuotame atvejyje šeimoje vyravęs geras psichologinis klimatas, tėvų atsakomybė ir rūpinimasis sutrikusios lokomocijos ugdymu leido vaikui įgyti gebėjimų bendrauti su įvairiais žmonėmis – tiek su suaugusiais, tiek su bendraamžiais. Tačiau tyrimas atskleidė, kad sutrikusios lokomocijos vaikas dažnai nesijaučia savarankiškas ir atsakingas už save, nes neretai negali priimti sprendimų, susijusių su jo gyvenimu. Taigi
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išgyvenama ne tik dėl savo sutrikimo, kuris apsunkina gyvenimą, bet ir dėl artimųjų, nes sutrikusi lokomocija apriboja šeimos gyvenimo galimybes, kurių ribotumą atskleidė nuotraukų ir filmuotos medžiagos analizė. 6. Siekiant lokomocijos sutrikimų turintį vaiką parengti gyvenimui atviroje demokratinėje visuomenėje, svarbu sukurti palankią ugdymo psichosocialinę aplinką, kurioje visi galėtų bendrauti ir veikti kartu, nepaisant įvairių sutrikimų. Tyrimo rezultatai leido parengti modelį, atskleidžiantį lokomocijos sutrikimų turinčių vaikų ugdymo vidinę ir išorinę psichosocialinės aplinkos dimensijas:
• išorinė dimensija apima aplinkos teikiamas paslaugas, tai: fizinės aplinkos ir viešojo transporto pritaikymą; visuomenės požiūrį į neįgalųjį ir į jo veiklą; tarpusavio santykius; patirtį; ugdymą;
• vidinė dimensija apima sutrikusios lokomocijos vaiko saviraišką, tai: savęs vertinimą; asmeninę patirtį; tikslus susijusius su ateitimi; savarankiškumą; atsakomybę už save.
REKOMENDACIJOS Pedagogų rengėjams rekomenduotina:
į pedagogų rengimo programą įtraukti dalyką, kurio tikslas – ugdyti būsimų pedagogų gebėjimus mokyti lokomocijos sutrikimų turinčius vaikus bei rengti būsimus pedagogus darbui klasėse, kuriose kartu su kitais vaikais būtų ugdomi sutrikimų turintys vaikai.
būsimiesiems pedagogams atlikti praktiką, kurios metu būtų formuojamas palankus požiūris į neįgaliuosius ir jų veiklą, būsimieji pedagogai įgytų darbo su įvairių sutrikimų turinčiais vaikais patirties.
Mokyklų vadovams rekomenduotina: formuoti teigiamą ir visiems vaikams palankią psichosocialinę erdvę. stengtis pritaikyti fizinę mokyklos aplinką lokomocijos sutrikimų turintiems
vaikams. sudaryti galimybes pedagogų, lokomocijos sutrikimų turinčių vaikų ir juos
auginančių tėvų bendradarbiavimui. organizuojant mokyklos bendruomenės renginius, į juos įtraukti ir lokomocijos
sutrikimų turinčius vaikus bei jų tėvus. Kvalifikacijos kursų organizatoriams rekomenduotina:
pedagogų kvalifikacijos tobulinimui skirtuose seminaruose, kursuose formuoti teigiamą požiūrį į visų vaikų ugdymą kartu.
rengti seminarus, skirtus vaikų, turinčių sutrikimų, ir vaikų be sutrikimų mokymui kartu; į šiuos seminarus kviesti bendrųjų dalykų pedagogus.
rengiamuose seminaruose aptarti efektyviausius mokymo metodus, galimus taikyti vaikams, mokomiems namuose.
Tėvams, ir globėjams, auginantiems sutrikusios lokomocijos vaikus, rekomenduotina:
įsijungti į bendradarbiavimą su pedagogais. imtis iniciatyvos organizuojant renginius, kurių tikslas įrodyti, kad lokomocijos
sutrikimų turintis vaikas nėra akademinio proceso kliūtis. domėtis lokomocijos sutrikimų turinčio vaiko ugdymo pasiekimais ir
galimybėmis.
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Rekomenduotina dalintis gerąja patirtimi, kuria galėtų pasinaudoti tėvai, auginantys lokomocijos sutrikimų turinčius vaikus, pedagogai, ugdantys vaikus su sutrikimais.
šeimoje formuoti aplinką, leidžiančią kiekvienam šeimos nariui turėti savo tikslų.
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Zita Baužienė Education: 1980 -1984 Studies at the Faculty of Mathematics of Vilnius Pedagogic University. 2004 – 2007 Master studies at the Faculty of Social Sciences of Vytautas Magnus University (course of Administration of Training) 2008 – 2009 graduate studies at Educology Department of Vytautas Magnus University Professional experience 1984 – 1988 teacher of Mathematics at Noreikiškių secondary school, district of Kaunas 1988 – 2004 teacher of Mathematics at Aukuro secondary school, Kaunas 2004 – 2005 teacher of Mathematics at J. Dobkevičiaus secondary school, Kaunas 2005 vice-dean of the Faculty of Management and a teacher of Mathematics at Kaunas College Scientific interest Areas of scientific interests: special pedagogy (socialisation of children with impaired motion).
ZITA BAUŽIENĖ
DIMENSIONS OF PSYCHOSOCIAL TRAINING
ENVIRONMENT OF CHILDREN WITH
LOCOMOTION DISORDERS
Summary of Doctoral Dissertation
Išleido ir spausdino – Vytauto Didžiojo universiteto leidykla
(S. Daukanto g. 27, LT-44249 Kaunas) Užsakymo Nr. 2. Tiražas 50 egz. 2010 01 25.
Nemokamai.