OPINIONS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND THEIR TEACHERS ON THE EDUCATIONAL PROCESS IN THE SUBJECT ‘WORLD STUDY’ IN A MAINSTREAM CLASSROOM

The paper reviews research carried out between 2009 and 2010. The research was aimed at revealing the following: 1) opinions of primary mainstream school students on the subject World Study and educational environment; 2) opinions of primary school teachers on preparation for classes in the subject World Study and difficulties in organising the process of teaching and learning in the classroom with SEN students. 370 primary school students and 62 primary mainstream school teachers participated in the research. The research was carried out by means of a questionnaire. Primary school students said that they rather liked the subject World Study than disliked it. Students with a greater degree of SEN have a lower interest in the surrounding world. Most students, those with SEN among them, evaluated their studies of the subject positively, while a small part of the students, those with SEN among them, expressed a negative opinion about their work. Activities most preferred by the students during the classes are discussions, experiments, group work, and games; however, students with SEN less often participate in even their favourable activities. It was established that half of the teachers who participated in the research expressed an opinion that they experienced difficulties in preparing for the classes on World Study for the inclusive classrooms; these are difficulties in choosing teaching aids and methods, preparing tasks for independent work. The process of education in inclusive classrooms, in teachers' opinion, poses difficulties which are more connected with coordination of education of different ability students, providing individual support, attentiveness to the child and stimulation of motivation. It is more difficult to be attentive to every child when the number of students with SEN is greater. The process of teaching the subject is also made more difficult by the fact that students with SEN are rarely active and cannot work independently.