| Abstract [eng] |
Research relevance. In international scientific literature, interdisciplinary collaboration between parents and specialists in educating children with speech disorders is considered an important aspect of educational quality; however, empirical research on this phenomenon in Lithuania remains limited. Research questions. How does interdisciplinary collaboration between parents and specialists manifest in educating children with speech disorders? What barriers and difficulties arise in the collaboration process? What factors determine successful interdisciplinary collaboration? Research object – experiences of interdisciplinary collaboration between parents and specialists in educating children with speech disorders. Research aim – to reveal experiences of interdisciplinary collaboration between parents and specialists in educating children with speech disorders and, based on these experiences, to develop a theoretical model of interdisciplinary collaboration between parents and specialists. Research objectives: to analyse the concept, theoretical principles and aspects of effective collaboration models of interdisciplinary collaboration in the context of educating children with speech disorders; to reveal the roles of parents and specialists, the nature of interpersonal relationships and emotional experiences; to identify barriers to interdisciplinary collaboration and factors determining successful collaboration; based on the results of theoretical analysis and empirical research, to develop a conceptual model of interdisciplinary collaboration between parents and specialists. Research methodology, methods and sample. A qualitative research methodology was applied. Theoretical (scientific literature analysis) and empirical (semi-structured interview, qualitative content analysis) methods were used. The study involved 16 informants: 8 parents and 8 educational support specialists. Research results. The findings showed that interdisciplinary collaboration in practice is based on partnership, clear role distribution and coordinated communication. Parents most often engage as creators of the child’s daily language environment and implementers of specialists’ recommendations at home, while specialists act as coordinators of the support process. Effective collaboration is determined by favourable institutional conditions, team cohesion, mutual trust and parental empowerment, whereas communication, organisational and emotional barriers hinder collaboration. Based on the obtained results, a theoretical model of interdisciplinary collaboration between parents and specialists was developed, aimed at ensuring consistent and effective support for the child. Keywords: interdisciplinary collaboration, parental involvement, speech disorders. |
