Interprofesinės pagalbos teikimo svarba vaikams, turintiems specialiųjų ugdymosi poreikių

LTStraipsnyje siekiama atskleisti interprofesinės pagalbos teikimo svarbą vaikams, turintiems specialiųjų ugdymosi poreikių. Taikytas kokybinis tyrimo metodas, atliktas pusiau struktūruotas interviu. Tyrime dalyvavo pedagoginėse psichologinėse tarnybose ir bendrojo ugdymo mokyklose dirbantys specialieji pedagogai, logopedai, ugdantys mokyklinio amžiaus vaikus. Gauti tyrimo rezultatai padėjo atskleisti interprofesinės pagalbos teikimo svarbą mokiniams, turintiems specialiųjų ugdymosi poreikių. Tyrimas atskleidė, kad praktikoje stebimos interprofesinės pagalbos teikimo modelio užuomazgos. Teikiant pagalbą, svarbu skatinti veiksmingą specialistų ir pedagogų bendravimą ir bendradarbiavimą su mokiniu ir jo šeima, mokyti juos tinkamų problemos sprendimo strategijų, pateikti individualias rekomendacijas, atsižvelgiant į unikalius vaiko ir šeimos poreikius. Esminiai žodžiai: bendradarbiavimas, interprofesinė pagalba, specialieji ugdymosi poreikiai. [Iš leidinio]

ENThe relevance and problem of the research. In the recent decades, both in international and national context, collaboration-based support concepts and models for persons with special educational needs (SEN) have been undergoing change. Attention is more and more focused on inclusive education of children with various needs, child and family empowerment, systemic support, the complexity, flexibility, and accessibility of services is emphasized. In Lithuania, there is a lack of research that would reveal the importance of interprofessional support for children with special educational needs. While providing support to a child with special educational needs, it is important that specialists representing different professions provide complex services emphasizing active relations among various specialists and pedagogues, who strive to jointly solve problems that emerge in practice. Therefore, it is relevant to investigate the peculiarities of collaboration between student support specialists and pedagogues, and the peculiarities of special pedagogical support provided to students with special educational needs as well as challenges arising in practice. The aim is to reveal the importance of interprofessional support for children with special educational needs. Participants of the research. Speech Therapists who work in Pedagogical Psychological Services (PPS) (N = 20) and special educators (N = 20), providing support to school-age children with special educational needs. The research was conducted referring to qualitative research approach. The research method used was a semistructured interview. The data obtained during the interview were analysed distributing them into categories. The method of content analysis was applied for qualitative data processing. The questions of the prepared semi-structured interview were based on the analysis of scientific literature and the phenomenon under investigation.Having prepared the questions of a semi-structured interview for speech therapists and special educators, in order to ensure the validity of the questionnaire of the interview, in the preparation for the research an exploratory study was conducted. The most important results and conclusions of the research. All speech therapists who work in Pedagogical Psychological Servicesnoted, that the childʼs abilities evaluating specialists cooperate with each other and discuss the achievements with the childʼs parents and other participants in the educational process who provide assistance to children with SEN. The study found that children with SEN receives an assistance from members of the Child Welfare Commission (speech therapists, special educators, psychologists, teacher assistants, public health specialists) and teachers. It has been noted that there is still a shortage of psychologists, teacher assistants and special educators in mainstream schools. The research revealed the importance and opportunities of the implementation of interprofessional coordinated support based on interprofessional collaboration, referring to the experience of speech therapists and special educators providing support to a school-age child with SEN and his / her family. Conclusions. The research has revealed that in practice the beginnings of interprofessional support provision model are observed. According to children support specialists, while providing support it is important to encourage specialists’ and pedagogues’ effective communication and collaboration with a school-age child and his / her family, to teach them suitable strategies of solving the problem, to give individual recommendations taking the unique needs of the child and the family into account. One of important factors of involvement is counseling that positively influences the interaction of family members, helps to better understand the current situation and the indicators of the expected behaviour.