| Abstract [eng] |
Theoretical analysis of the conceptions of teachers’ communication and cooperation was carried out in the thesis based on theoretical literature sources. A hypothesis was made that educators narrow the concept of cooperation and avoid sharing information, making common decisions and sharing responsibility, when educating children with disabilities. A study was carried out by questionnaire survey, the aim of which was to assess the attitude of educators of children with disabilities to communication and cooperation, their skills, abilities and knowledge in communication and cooperation with the educated people, their parents and specialists. Statistical data analysis was performed. Educators working with children with disabilities participated in the study: 20 special education teachers, 26 speech therapists, 20 special education teachers-speech therapists, 17 social teachers, 28 teachers – in total 111 respondents from various educational institutions of Klaipėda city. The following issues are analyzed in the empirical part of the thesis: educators’ attitude to cooperation in education of children with disabilities, communication skills necessary for a teacher in practice, factors aggravating cooperation, expression and conception of cooperation from the point of view of teachers working with children with disabilities. |
