WORK EDUCATION OF PUPILS WITH INTELLECTUAL DISABILITIES FROM THE PERSPECTIVE OF TEACHERS

Abstract

The paper focuses on the importance of work education in the education of pupils with intellectual disabilities from the perspective of teachers. The aim of the research was to identify and characterize teachers’ experiences with work education, with a focus on its educational and therapeutic significance, as well as the specific characteristics and needs of pupils. The research was conducted using a qualitative research design, with a semi-structured interview with eight participants as the main data collection method. The data obtained were processed using open coding and thematic analysis. The results highlighted the importance of work education in developing pupils’ practical competencies, independence, motivation, and self-confidence. At the same time, its potential to support emotional stability, coping with failure, and the development of frustration tolerance was identified. Work education can therefore be viewed as an important means of providing comprehensive support for the psychosocial development of pupils with intellectual disabilities.