| Abstract [eng] |
Teachers, where cultivate students of the special needs education, their parents and special teachers value special teacher’s work. Three groups of respondents answered the questions of the forms. Masters’ work author raised the hypothesis, that special teacher work at the general education school stimulant teachers’ work efficiency, parents’- activity to participate in the special education process. But special teacher’ work doesn’t always satisfy meet the teachers and parents requirements. Teachers valued special teachers’ assistance to make individual programs, to consult about students special needs education. Parents valued special teacher’s assistance for their children in the individual lessons and special teachers’ consults. Special teachers’ valued their own abilities to work as special teachers, their assistance and consults for teachers, students with special needs education and their parents. The essential work sphere and consulting parents, who have children with special needs and teachers, who work with this children. Teachers value special teachers’ work well (consultations, communication, estimation of students special needs). And not sufficient well – help to adaptation content, application methods. Students’ with special needs parents only give information for teachers, but often they don’t undestand information about special education process. Facts of the farms showed, parents value special teachers’ work well, special teachers’ value their own assistance and consults for parents and teachers as less useful, teachers value special teachers’ consults not sufficient well. Masters’ work author recommend special teachers to talk to teachers about their knowledge to teach students with special needs and to give consults them in a abilities, where their knowledge are not well. |
