| Abstract [eng] |
The aim - to reveal the class teacher and parent collaboration process, to meet pupils' special educational needs in mainstream schools. The goals: 1. Examine the wide range of scientific literature on selected aspects of the problems; 2. Analyze the class teacher and parent forms of cooperation to meet students' special educational needs in mainstream schools; 3. Identification of problems encountered in meeting children's special educational needs co-operation process; 4. Reveal the parents and classroom teacher collaboration influencing factors. The object - class teacher and parent collaboration. Working methods: • Review of published literature. • Questionnaire survey. • Statistical analysis of data. • A qualitative study Structure. Master's thesis consists of two main components: a summary of the Lithuanian language, introduction, theoretical and practical part of the work (a total of 4 units), research methodology and organization, a description of the research results, conclusions, key terms, bibliography, summary in English, accessories. Survey data is illustrated Figure 21. Refer to the list of 56 sources. The total volume of 60 pages of work. The main conclusions are: 1. Scientific literature analysis showed that co-operation - means work together, combining the intellectual forces that help one another, a common problem and common decision-making, involving the class teacher, parents and the pupil with special educational needs who are oriented to interaction and disposition of each other relation to business or personal dialogue and coordination and team work on the basis of education is realized. 2. The analysis of class teacher and parent forms of cooperation, it became clear that the class teachers, however, apply the most individual forms of cooperation with the family. 3. Parents and class teachers co influencing factors are: specific teaching tips, listening, sharing information, parents trust teachers, joint problem solving and the pursuit of common purpose and a sincere caring mentor students. In order to achieve and maintain positive relationships between parents and class teacher, the initiative would mean a greater teacher, because the maintenance of positive relationships, he knows his best pupil, can develop the same family and the child's communication features, more parental involvement in school community activities and ensure the involvement of parents in the educational process. |
