Pradinių klasių specialiųjų ugdymo(si) poreikių mokinių, besimokančių kartu su bendraamžiais, emocinės savijautos tyrimas / ; A study of the emotional well-being of primary school pupils with special educational needs who are studying alongside their peers.

There are approximately 50,000 school-age children with SEN in Lithuania. The vast majority, about 90%, are integrated into mainstream classrooms with their peers. Based on the principles of inclusive education, it is crucial to ensure a supportive environment for pupils with SEN, to recognize and respect their needs promptly, and to create conditions for them to express themselves freely. Students with SEN more frequently experience various learning and communication difficulties than their peers without SEN. These daily school experiences can negatively affect their emotional well-being. As is well known, children with SEN often struggle to recognize and name their emotions, whether they are pleasant or not. Therefore, during the primary education period, monitoring and strengthening the emotional well-being of these students, along with developing their skills in recognizing and managing emotions, should be considered a priority and an integral part of a teacher's work. Experiencing negative emotions too frequently can lead to mental health problems, stress, and feelings of loneliness and inferiority in children with SEN. The empirical study aimed to investigate the emotional well-being of primary school pupils with SEN who are learning alongside their peers. The research methods included an analysis of scientific literature and a written survey. Primary school students with SEN were asked to reflect on what emotions they experienced at school during the past month and how often. They evaluated the statements using a three-category response scale: "always", "sometimes", and "never". The analysis of the research results showed that the emotional well-being of students with SEN learning alongside their peers without SEN is normal. Their well-being would improve if SEN pupils experienced more positive emotions and felt less anxious, shy, or lonely less often. The results show that the microclimate is normal, but to improve it, it is necessary to apply complex interventions, such as organizing class hours or ...