| Abstract [eng] |
The aim of the work is to reveal the peculiarities of inclusive education of children with Asperger syndrome in Montessori school. Based on the scientific literature, the peculiarities of autism spectrum disorders (ASD), the peculiarities of Asperger syndrome (AS), the concept of inclusive education and its problems, inclusive education in the Montessori education system were analyzed. The theoretical part of the study highlights the theoretical model of inclusive education in Montessori school for children with Asperger syndrome. In the empirical study, a case study approach was chosen. Based on the theoretical model, 6 groups of semi-structured interview questions were formed. Documentary analysis and empirical research have confirmed the theoretically substantiated and identified Asperger’s additional features of inclusive education for students with the syndrome at the Montessori school. These are: ensuring the equality, autonomy and the image of the Montessori community as a large family unit. All these features were marked by the respondents as especially important in the education of a child with Asperger syndrome. These features are reflected in aspects of the Montessori system such as: freedom to choice your own activity; the absence of assessment marks. The child is only compared to himself by the following principle: "I - yesterday, I - today, I - tomorrow". The student controls the mistakes and self-assesses himself; individual education plans selected for each student. The relevance of Montessori is also proven by the fact of the successful distance learning for students with AS (due to the cause of the COVID-19 pandemic). Teachers are surprised by the excellent result of a student with AS syndrome. It was noticed that the student actively and willingly participates in the lesson, performs the given tasks, communicates with classmates and teachers. As a result, such a positive experience of a student with AS in distance learning can be observed from the fact that at home, in a maximally safe environment, without any external stimulation, the student was able to show what was educated and nurtured in a Montessori school. The study showed that the Montessori system helps to fully individualize the process of education and upbringing in order to preserve the identity and uniqueness of each child. Showing respect to a child helps him to grow in his natural pace and to develop as a full-fledged, active, independent personality. |
