%I SZEK JGYF KiadĂł %O Bibliogr.: p. 96-97. ; ill. ; ĂśsszefoglalĂĄs magyar ĂŠs angol nyelven %D 2006 %A Pap Erika %C Szeged %T Vak diĂĄkok iskolai integrĂĄciĂłja hatĂĄsĂĄnak vizsgĂĄlata magyar ĂŠs angol mintĂĄn %J Szegedi pszicholĂłgiai tanulmĂĄnyok : 2006 %S Szegedi pszicholĂłgiai tanulmĂĄnyok %L acta75328 %P 85-97 %K FogyatĂŠkossĂĄg - lĂĄtĂĄs, EsĂŠlyegyenlĹsĂŠg - oktatĂĄs, IntegrĂĄlt oktatĂĄs, CsĂśkkent kĂŠpessĂŠgĹą gyermek oktatĂĄsa, PszicholĂłgia %X A kutatĂĄs tĂŠmĂĄja vak diĂĄkok iskolai integrĂĄciĂłja hatĂĄsĂĄnak vizsgĂĄlata magyar ĂŠs angol diĂĄkok rĂŠszvĂŠtelĂŠvel, 524 fĹs mintĂĄn. MindkĂŠt orszĂĄgban ĂśsszehasonlĂtĂł vizsgĂĄlat kĂŠszĂźlt integrĂĄciĂłban rĂŠsztvevĹ, ĂŠs olyan iskolĂĄk kĂśzĂśtt, ahol nem tanul vak diĂĄk. A kutatĂĄs cĂŠlja volt megfigyelĂŠseket gyĹąjteni az ĂŠpek hozzĂĄĂĄllĂĄsĂĄrĂłl az integrĂĄlt oktatĂĄssal kapcsolatban, ĂŠs feltĂĄrni, hogy a vaksĂĄgrĂłl szerzett egyĂŠni tapasztalatok mikĂŠnt hatnak a vak emberek felĂŠ kĂśzvetĂtett attitĹądĂśkre. CĂŠl volt tovĂĄbbĂĄ vizsgĂĄlni a vak diĂĄk osztĂĄlyban betĂśltĂśtt szerepĂŠt, ĂŠs a szociĂĄlis integrĂĄciĂł folyamatĂĄt. A vizsgĂĄlat feltĂŠtelezi, hogy az integrĂĄciĂłban tanulĂł diĂĄkok MagyarorszĂĄgon ĂŠs AngliĂĄban egyarĂĄnt, tĂśbb ismerettel rendelkeznek a vaksĂĄgrĂłl, mint azok, akik nem tanulnak egyĂźtt vak diĂĄkkal. TovĂĄbbĂĄ az oktatĂĄsban jelen van a sikeres ĂŠs sikertelen integrĂĄciĂł, ĂŠs az utĂłbbi esetben az egyĂźttnevelĂŠs nem segĂti elĹ a mĂĄssĂĄg elfogadĂĄsĂĄt. Az ĂśnĂĄllĂłan kifejlesztett kĂŠrdĹĂv egyĂŠni ĂŠs fĂłkusz csoport interjĂşkkal egĂŠszĂźlt ki, mely kiterjedt az osztĂĄlyokra, vak diĂĄkokra, szĂźleikre (a magyar vak diĂĄkok esetĂŠben), az osztĂĄlyfĹnĂśkĂśkre, a vak diĂĄkok osztĂĄlyĂĄban tanĂtĂł nĂŠhĂĄny pedagĂłgusra ĂŠs a magyar mintĂĄn az iskolĂĄk vezetĹire. A dolgozat ismerteti a kĂŠt orszĂĄg kĂśzĂśtti jelentĹsebb kĂźlĂśnbsĂŠgeket tovĂĄbbĂĄ megfogalmaz nĂŠhĂĄny javaslatot a hatĂŠkony integrĂĄciĂł ĂŠrdekĂŠben. It has been an issue since the beginning of the 1980's how we can integrate children with disabilities into local schools. I investigated ordinary schools where blind students study with sighted students. There are just a few studies about the effect of integration on sighted; therefore I was interested in their point of view, opinions, feelings, knowledge about blind people and most of all whether they can take an advantage of being together with somebody who lives with a disability. 236 children have been surveyed in Budapest and 288 in the United Kingdom, mainly in two educational setting. They were between 15 and 17. I have used a questionnaire I prepared and I also made several interviews with the blind student, with their class master, with the head of the school, and some focus group interviews with 6 students in the control group and in the integrated classes as well included the blind girls or boys. I pointed out the differences between the integrated classes and the control group regarded to their knowledge and their attitudes towards blind people, and found out what the main factors are to be a very effective class where everyone feels comfortable, and what could lead to an unsuccessful inclusion.