Abstract
The Feuerstein's Instrumental Enrichment (FIE) method, as an instrument of social inclusion of children from a socially disadvantaged environment in classroom, is yet to be analyzed in the Slovak Republic and the Czech Republic. The study objective was to separate qualitative predispositions for effectiveness of inclusion from the FIE method in two areas – social and educational. The methods of the study (conducted in 2015–2016) included a combination of questionnaire investigation and observation during direct work with eight children (seven girls and one boy) who came from a socially disadvantaged environment in the district of Partizánske (Slovakia). The greatest progress in the children at the educational level was found in the increase of their activity and participation in classes. The most significant contribution in the personality-socialization sphere was an increase of children's personal interest, resulting from their intra-factorial motivation for group school activities. The influence of the method on marks and assessment of the pupils was not proved. The conclusions of the study emphasize the need for an interdisciplinary province of special pedagogues (educational, personality areas) and social-healthcare workers (socialization sphere), which are totally absent in the legislation and practice in the Slovak Republic.
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