| Abstract [eng] |
Inclusive education came into force in Lithuania in 2024, so in this context, the importance of cooperation between teachers and special educators is highlighted in order to organise targeted education for children with special educational needs (SEN), to ensure successful inclusion, to create a positive attitude towards disability, to ensure children's learning success and needs. In order to uncover the specificities of collaboration between educators, the following problematic questions are posed: What are the main features of successful collaboration between teachers and special educators and what factors determine them? How, in what way, and in what areas does the cooperation between the special educator and the teacher take place in organising the education of pupils with special educational needs? Object of the study - Experiences of cooperation between educators in organizing the education of students with special educational needs. Purpose of the study – To reveal the experiences of cooperation between educators in organizing the education of children with special educational needs. Research objectives: 1) Based on the analysis of scientific literature, to reveal the importance, forms and methods of cooperation between teachers and special educators educating children with special educational needs; 2) To reveal successful experiences of cooperation between teachers and special educators in organising education for children with special educational needs; 3) Identify the main problems and difficulties in the cooperation between teachers and special educators that hinder the successful organisation of education for children with special educational needs; 4) To identify the factors that promote collaboration between teachers for the successful education of children with SEN through qualitative research; 5) To analyse the views of teachers and special educators on the possibilities of improving collaboration between teachers for the proper organisation of education of children with SEN. Research methodology, methods and sample of participants. The research methodology is based on the ideas of social constructivism. A theoretical analysis of scientific sources and a qualitative study (semi-structured interview) were conducted, the data were analyzed using content analysis. 14 informants participated in the study – 7 preschool and pre-primary education teachers and 7 special educators. Research results. Teachers usually work together through conversation and face-to-face contact. The goals of the collaboration are related to the special educator's support for the teacher and the teacher's support for the pupil in the group, so the positive experiences are common related to the monitoring of the child's progress, working in the group, and the provision of timely support. The negative experiences reveal that there is a negative attitude of teachers towards children with SEN, a desire to work in isolation and to avoid asking for help, and quick and rash decisions made by special educators without looking into the situation. Essential words: educators; special educational needs (SEN); cooperation. |
