Abstract:

There are still unclear questions related to the topic of teaching and learning in the context of inclusive education of pupils with conduct disorders, even though the number of such pupils is not decreasing. The statistical both national reviews, and worldwide reviews present a reality that teachers deal with every day. Conduct (or behavioral) disorders and behavioral problem of pupils are not the same phenomena. Each of them requires different educational approaches of teachers and assistant teachers. According to presented information on the website of Ministry of Education in Czechia over the past five years, the number of pupils with conduct (behavioral) disorders has increased fivefold. The text presents a qualitative research perspective on different approaches to these phenomena, and its aim is to outline the whole context. Regarding the relevance of counseling of children with conduct (or behavioral) disorders in the context of global science, its content finds a parallel in the field of psychology. In Slovakia, the internal diversification of special education is identical to the Czech system, but the naming of the specializations in this area involves a descriptive character, and therefore their term is that of the “pedagogy of persons with psychosocial disorders”. However, the nomenclature of “ethopedia” (Czech/Slovak etopedie) is also used. Apart from the scientific field of special education, in Slovakia it is the case that not just in the literature, but even in the instruction at universities we can encounter the scientific discipline of therapeutic pedagogy. Many authors associate this with special education. In some of the literature we can read that special education, under its previous nomenclatures, was termed therapeutic pedagogy, or correctional pedagogy, defectology, special care, etc.

Keywords:

Conduct disorder, problem, pupil, school, teacher.