| Abstract [eng] |
The theoretical analysis of the concept of communication and the collaboration of participants in the process of education in a preschool institution was carried out. The hypothesis proposed: there is likelihood that parents and educators evaluate each other positively and they aim to collaborate satisfying a child’s special educational needs in a preschool institution, however, the child with special needs is not involved in to the process of collaboration. The research was carried out by questionnaire survey, interview methods that aimed to evaluate the peculiarities of collaboration between children with special needs, their parents, educators, specialists within the context of a preschool institution group and special education, revealing the realistic situation of collaboration and form. The statistical and content data analysis was carried out. 15 preschool children with special educational needs (5 -7 years old), 139 parents, that up bring children with special needs and 102 educators from preschool institutions (in total 256 respondents) participated in the research. The empirical part of the study discusses parents’ and educators’ attitudes on a child’s with special needs education in a nursery of general education, the participation of parents of children with special needs in the process of their child’s education and collaboration, the attitude on educators’ practice and educators’ attitude on their own and their colleagues’ practice, educators’ expectations. The aim is to identify how preschool children understand the help they are provided with and the extent a child is involved in to the process of collaboration. The most important conclusions of empirical test: 1. The results of test supported the hypothesis only partially. Parents and educators positively value the opportunity to collaborate in the education process, but educators think that active parents’ participation and collaboration in a child’s education is not a must: in their opinion it is difficult to involve parents, to stimulate them to collaborate; parents tend to express their opinion but they do not participate in the general activity. 2. Most of children with special education needs who participated in the interview understand what support they are provided with but they are not conferred with about the arrangement of educational activity, they are not involved into collaboration, though they are considered to be the equivalent participants of education theoretically. |
