Resilience as a factor of school success of pupils with special educational needs in the conditions of inclusive education
Resilience as a Factor of School Success of Pupils with Special Educational Needs in the Conditions of Inclusive Education

Summary/Abstract: Psychological resilience has been resonating in recent years not only within the psychological disciplines, but has also penetrated pedagogical and other related fields. Its significance has been repeatedly pointed out as an aspect closely related to the contemporary social and educational areas of our lives. Resilience should be understood as a significant phenomenon connected both with the specific personality traits and the environment of an individual creatively developed or made use of by that individual when solving difficult or everyday life situations. The study examines the impact of the resilience of pupils with special educational needs on their success in the conditions of inclusive education in Slovakia. The research sample consists of 55 girls and 108 boys (=163) with all kinds of disabilities. The results of the California Healthy Kids Survey were compared against the GPA of the selected pupils to get the resiliency results in the selected research sample. Moreover, the authors used Strengths and Difficulties Questionnaire to be filled up by the teachers (n=63) of students from research sample, similarly, compared with the GPA of the students. Results have shown significant correlation between the amounts obtained in the Strengths and Difficulties Questionnaire and the GPA of selected students. However, the correlation between the amounts obtained in the California Healthy Kids Survey and Strengths and Difficulties Questionnaire was insignificant.

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