期刊名称：Drustvena istrazivanja. Journal for General Social Issues
印刷版ISSN：1330-0288
出版年度：1996
卷号：5
期号：1 (21)
页码：129-145
出版社：Institute of Social Sciences IVO PILAR
摘要：Currently, in elementary schools in Croatia, a type of frontal teaching dominates in a c1ass-subject-lesson system. Such teaching is more teacher-oriented than directed towards schoolchildren. It is important what the teacher is doing and how the curriculum is carried out, and the pupils mostly sit, listen and watch. The author has been studying for the past ten years the position, in such circumstances, of children with special educational needs - and children with developmental difficulties as well as very talented children in all or certain fields of activity. A sample of 95 children with developmental difficulties and 25 above-averagely talented pupils were analyzed. In the tables included, the basic data for 20 children with developmental difficulties and 10 very talented children are presented. Through systematic observation of the process of teaching, the examination of school documents and pupils' works, as well as through interviews with children, parents and teachers, the modes of providing instructive assistance to such children, in other words, teaching methods and strategies were analyzed. By far the most adequate path to follow is ensuring mentoriai assistance for such children. The author explains the nature of such teaching and warns of the difficulties resultinq from the teachers' attempts as mentors in leading and directing children with special educational needs in circumstances of communal teaching.
