Family-professional collaboration in teams meeting special educational needs of children in Lithuanian ECEC settings

ENIn this chapter, the concept of family-professional collaboration while meeting special educational needs (SEN) of children in ECEC is explored. The aim of the study presented in this chapter is to identify, share with and interpret of family-professional collaboration experiences in two different types of ECEC teams. Two ECEC interprofessional teams took part in the research. As research data show, in both teams professionals emphasise the respectful and positive relationship with families as the main presumption of collaboration. In addition, the need for developing family-professional collaboration competencies has been expressed. According to both teams’ professionals, they maintain friendly interrelations with families. Alongside with that, professionals highlighted their role to identify the needs of a child and a family, inform parents about children’s progress and seek for family support while educating a child. If so, professionals see parents as their assistants rather than collaborative partners. Professionals in both teams share their positive experiences of collaboration with families. However, within the narratives, professionals highlighted the lack of and a need for family preparation for equal participation in ECEC practice. [From the publication]

• Ankstyvoji intervencija vaikystėje : monografija / Stefanija Ališauskienė ; Šiaulių universitetas. Specialiojo ugdymo mokslinis centras. Šiauliai : VšĮ Šiaulių universiteto leidykla, 2005. 187 p.
• Neįgalumas ir socialinis dalyvavimas : kritinė patirties ir galimybių Lietuvoje refleksija / Jonas Ruškus, Gintautas Mažeikis ; Šiaulių universitetas. Šiauliai : Šiaulių universiteto leidykla, 2007. 293 p.