| Abstract [eng] |
Looking back on parents and specialist’s cooperation importance educating pre-school age children, in this Master’s degree final thesis, speech therapists and parents cooperation educating children, that have special educational needs, is analyzed according to research tool from: Division for Early Childhood of the Council for Exeptional Children (2014). ,,The DEC Recommended Practices in Early Intervetion / Early Childhood Special Education“. The empirical part of Master’s degree final thesis covers: understanding of cooperation and basic aspects, forms, difficulties of cooperation that are faced in preschool education institutions. In order to reveal speech therapist and parent collaboration in educating pre-school age children with special educational needs, in the empirical part there was a research in the form of a survey conducted. This survey contained 50 speech therapists who work with pre-school age children in educational institutions and 60 parents that are raising pre-school children that have special educational needs. The research was conducted in Vilnius cities pre-school education institutions In order to reveal speech therapists and parents’ cooperation in educating pre-school age children, that have special educational needs, in the research section of the Master’s degree final thesis an interview has been conducted. Participants were 5 city of Vilnius pre-school education institution speech therapists. The key conclusions of the of Master’s degree thesis: 1. By analyzing sources of literature and various documents, it showed that despite various explanations of the term cooperation, the key points between parents and specialists are backed by these aspects: helping each other out, mutual understanding of the problem and mutual resolution while striving on mutual goal of positive educational results for the child. 2. Research results showed that according to speech language therapist opinion, parents are not involved enough in team work and cooperation educating their children with special educational needs. 3. Research results showed that parents assessed positively child’s evaluation and rendering assistance. In parents’ opinion, speech therapists and parents work as a team only by exchanging information and planning assistance. 4. The interview revealed that possibilities in continuing the cooperation of speech therapists and parents in another educational institution while child is adapting to new institution, depends on parents’ willingness to cooperate submitting the right information. In opinion of speech therapists, the biggest challenge is that parents avoid admitting child’s educational difficulties. |
