| Abstract [eng] |
Master thesis consists of inclusive education and inclusive class teacher cooperation theoretical aspect analysis of concepts. The questionnaire method was carried out a study on the lessons to reveal the peculiarities of inclusive classroom training in cooperation aspect. The statistical (descriptive averages, standard deviation, factor) data analysis and content analysis. 205 teachers were involved in the study who works in Lithuanian general education schools and have an opportunity to work together with the special educator (primary education, Lithuanian language and math teachers). The empirical part deals with the situation of inclusive education in Lithuania and educational institutions, teachers’ priorities in the workplace and in the planning of education, teachers' practices co-teaching with the special teacher. Main conclusions of the research: 1. During the lessons teachers aims to reveal each student's learning potential using education through co-teacing method. While co-teacing in the class systematicity is important, learning from each other and using benefits of the feedback. 2. Education through co-teacing is valued positively among the teachers but only half of the respondents (who participated in the research) are working together with the special educator in their classes at least once per half-year. 3. Teachers evaluate special educator as equal partners. To start co-teaching specialist agree by concesus. Teachers are satisfied with proffesional, communicational and cooperational, team working competence of special educator. |
