摘要：Problem StatementIn Latvia, the most extensive spectrum of problems, that the teacher meets at school at daily routine, exist within the category of pupils of special needs, when working with the most different pupils, including the pupils of special needs who receive the services incorporated into the special education. When registering the pupils at schools, especially the children of special needs and also of particular needs, the school must consider what to change in order to provide feasibility for the pupil of special needs to study nearer to the place of abode and also to „learn something“.There exist closely two ways of rendering special help in Latvia:•Special education establishments activity;•Special and particular help and support to pupils at all-round education establishments (within incorporative environment).Latvia pedagogues have no united attitude regarding which form of education would be the best for the pupils of special and particular needs.Purpose of Study is to do the analysis of special education ways existing in Latvia and to clear up the parents’ opinion regarding the extent to which the pupil of special needs, studying at the educational establishment most useful to him, are provided of the possibility to receive help of qualified professionals, of the possibility to receive the knowledge, to develop social life and working skills, to prepare for work and life in society, to receive special correction and rehabilitation.Materials and methods. Survey of scientific and informative literature. The analysis of Latvia experience of help rendering to the pupils of special needs. For the clarification of the opinion of pupils’ parents, the mediatizing was use – the quantitative method.ConclusionsFrequently the introductory solutions are in the hands of the schools and the pedagogues themselves establishing the most useful to their situations assistance system.
关键词：pupils of particular needs;pupils of special needs;special education;incorporative education;special help;inclusive environment
