| Abstract [eng] |
The master's thesis examines and analyzes the experience of foster children's integration into educational institutions, as assessed by foster parents, foster care coordinators, and teachers. Foster children often face trauma due to past experiences such as the loss of their biological parents, neglect, abuse, or insecurity. This can affect their emotional state, learning abilities, social relationships, and integration, especially if they have frequently changed their place of residence or educational institutions. Therefore, the integration of foster children into educational institutions is an important process that requires special pedagogical supervision, emotional and social support, and close cooperation between foster families, foster care coordinators, and educators. However, despite important insights, this topic has not yet been sufficiently researched, as new challenges and questions continue to arise regarding the specific needs of these children and social changes. Therefore, the aim of this work is to analyze the experiences of foster children's integration into educational institutions from the perspective of teachers, foster care coordinators, and foster parents, discussing the opportunities and difficulties that arise. The object of the study is the experience of foster children's integration into educational institutions. In the theoretical part of this work, based on the works of Lithuanian and foreign authors, the specific needs and social situation of children in care, the concept and theoretical foundations of social integration, and the factors of social integration are discussed. It also reveals the links between inclusive education and the integration of foster children in educational institutions, the challenges they face, and the role of teachers in ensuring the smooth integration of foster children in educational institutions. Empirical research data revealed that the experiences of foster children's integration in educational institutions are diverse and often challenging, according to both foster parents and specialists. Guardians often express concern about the school staff's insufficient understanding of the specific experiences and needs of children in care, lack of communication, and difficulties in solving behavioral or learning problems. On the other hand, specialists working in educational institutions cite excessive workloads, a lack of specialists and resources, and insufficient inter-institutional cooperation as the main obstacles to effective work. Thus, successful integration requires a systematic approach and continuous efforts from all participants in the education process. |
