Integration of disabled children -Slovakia-

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Integration of disabled children
-Slovakia-
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• Two primary aproaches to integration
• 1. tendency ASIMILATION
• I-coeficients
• integration is the main problem of disabled
• relation superiority and subordination the
  system of values majority is true
• integration is identification of minority with
  identity of majority
• the main problem of progress is asimilation (
  unconditional acceptation norms of exist majority
  society)
• the main form of solving integration is
  incorporation of disabled to establishments of
  abled
•  

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• 2. tendency COADAPTATION
• I-coeficients
• integration is problem of disabled and also abled
  people
• integration is relation of partnership, the
  system of values of majority is not the only one
• integration is new value created from values of
  majority and minority
• the main manner of integration progress is
  adaptation
• ( ectract of the best values of majority
  and minority )
• 5. the incorporation of disabled to
  establishments of abled may not be the main form
  of integration

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According to presented table we can define the
integration in this manner

• according to the asimilation model is integration
  inclusion abled with disabled or with the
  mainstreaming of social happening
• according to the coadaptation model integration
  presents partnership between disabled and abled.
  The potential conflict of coestintence may not be
  in position of one for the other

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• The main condition of integration disabled to
  normal school are relevant attitudes of
  population to disabled. This doesnt mean just
  simple disappearing of explicit rejection, but
• confidence for changes and abilities of disabled,
• willingness for join them to various
  interaction,
• willingness for own competention for handle
  interaction

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• In research in the year 1985 and then in the year
  1990
• ( Požár, 1995) results showed
• minimal knowledge of problems of disabled
• strong emotional reactions ( feeling pity and
  having compassion on them)
• minimal willingness to make something for their
  situation ( for example to agree with integrated
  education in their own able children class)

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By comparison with results from year 1990,
attitude in cognitive part of attitudes changed
and in conative part began to change. For
example on the question if the child would stay
with disabled child in one class, answers were
not sure. The lowest number of the would leave
children was, if there was disabled child with
speech disturbance. The highest, if there was
mental disabled child. ( Požár, Andreansky,
Jakabcic, Glasová, 1993)  
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Parentses experiences with children with
special needs have the strongest emotional
charge.When we are talking about emotional kind
of the problem compassion is always present in
our speech. But this isnt good and useful for
the children with special needs.
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Development and the present state of the school
integration of children with special needs in
Slovakia
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  The idea of the common education of
healthy kids and children with special needs
started to be realized in 1989. In 1991 the
Government of Slovakia directed to Ministry of
School to made up the program of integrated
education of handicapped children and youth
people. System of education in the Slovac
Republic allow to children with special needs the
following ways of education
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• individual integration in ordinary school system
• - social integration in special classes of
  ordinary school
• - special schools segregated education
• - preschool institutions, form of individual
  integration, in special classes or special
  kindergartens

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The law in our country regulates the system of
integration of handicapped pupils and their
special education. Our special schools are at
good level. Teachers believe in integrated
education. They think that one specific
institution could cover all solutions about
disabled children. They dont like the present
state. They alone must search for special
workplaces and workers. They need only one
institution for poblems and questions solving in
specific regions.
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Separately educated (at independent special
schools in school
year 1997/1998)
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Integrated educated in special classes in normal
schools in year 1997/1998
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Individual integrated in normal
schools in 1997/1998

(according
to Conception of special-pedagogical consulting,
1998)
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The share of medical handicaped pupils according
to form of education in in school year
1997/1998

•  
• Mental 90,30 
• Hearing 59,83 
• Eyesight 25,55 
• Defect in comunication ability 18,71 
• Physical 33,58 
• Combination 100 
• Ill in medical care 95,59 
• Defect in learning or manners 100

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1. Mental
2. Hearing
3. Eyesight
4. Def. in com. ability
5. Physical
6. Combination
7. Ill in medical care
8. Def. in learning

The share of medical handicaped pupils according
to form of education in in school year
1997/1998
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The fact, that some starting position conditions
are creating for integrated education, there are
also creating assumptions for experimental
verification these progresses. This enables to
get neccesary information, which are important
for making all conception and then to start with
integration. Then is possible to show some
possitive experiments to try to start with
integration. Except some cases few years ago,
where a handicapped pupil was educated in normal
school, we can show some examples
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• The nursery school in Bratislava, Borskej street.
  There is an experimental model of integrated
  nursery school, where is useing an experimental
  programme educate work with mute children, who
  attended to normal nursery school.
• Integrated nursery school in Trnava. This school
  is attended by children with normal intellect
  and mental retarded children.
• Elementary school in Nitra. Children are learning
  with one boy with physical handicape.
• Integrated nursery school for hearing handicaped
  in Bratislava, Hrdlickova street. There is a
  turned integration, where hearing handicaped are
  learning together with healthy children in
  special school.
• Integrated nursery school in Children centre.

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• Integrated nursery school in Nitra. In this case
  there are hearing handicapped students educated
  in the normal nursery school
• Integrated nursery school for children with
  speech defects, Dlhe Diely, Bratislava. They have
  7 integrated classes for children with different
  kinds of defects together with healthy children.
•  

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The investigation shows, that integrated
education of handicapped pupils in normal schools
needs help from special-pedagogical consulting.
From investigation sample 3713 integrated
handicapped pupils in normal schools in the year
1998, 2227 handicapped pupils need help from
special-pedagogical consulting which are 60 from
the whole sample. Only 855 handicapped pupils
23 are in another care.
22
It was some concrete cases of integrated
education in Slovakia.