Auklėtojų ir logopedų nuostatos į bendradarbiavimą, ugdant ikimokyklinio amžiaus vaikus

LTStraipsnyje pristatomi ikimokyklinio ugdymo pedagogų (auklėtojų) ir logopedų bendradarbiavimo nuostatų, ugdant vaikus, turinčius kalbos, kalbėjimo bei komunikacijos sutrikimų, tyrimo rezultatai. Anketinės apklausos metodu tirta, kaip auklėtojos ir logopedai suvokia bendradarbiavimą, koks jų požiūris į specialityų poreikių turinčių vaikų ugdymą bendrojo lavinimo ikimokyklinėje įstaigoje, kaip jie supranta savo funkcinių kompetencijų pasiskirstymą, kokia reali bendradarbiavimo situacija, probleminės sritys. [Iš leidinio]Reikšminiai žodžiai: Bendradarbiavimas; Nuostatos; Kompetencija; Specialiųjų poreikių vaikai; Ikimokyklinis ugdymas.; Collaboration; Attitudes; Competence; Children with special needs; Pre-school education.

ENA hypothesis was raised that positive attitudes towards collaboration educating children with special needs are more characteristic for speech therapists working in pre-school institutions than for pre-school teachers. The research was carried out in a questionnaire survey form aimed to identify pre-school educators' and speech therapists' attitudes towards their collaboration educating children with special needs in a nursery of general education. Statistical analysis was carried out. 64 pre-school education teachers (educators) and 63 speech therapists working in pre-school institutions in Klaipėda district participated in the research (127 respondents). The empirical part of the study discusses the dimension of pre-school educators' and speech therapists' attitudes: knowledge (attitude to education of special needs children in a preschool institution, concept of collaboration, content of competence), motives (encouragement influencing collaboration between educators and speech therapists), behaviour (various forms of collaboration, practical application, problematic areas of collaboration). The most important conclusions of the empirical part are.1. Pre-school education pedagogues' attitude towards collaboration educating children with special needs, speech defects, is oriented to inclusive education and development. 2. Test results have not proved the hypothesis that pre-school teachers do not have positive attitudes towards collaboration. It has been revealed that, that educators' and speech therapists' attitudes towards collaboration is similar educating children with special needs in a pre-school institution, they have functional competence, and are motivated to use various forms of collaboration. 3. Positive attitudes towards collaboration educating children with special needs in a preschool institution are characteristic for a greater part of pedagogues, what lets assume that collaboration regulated by law may have a chance to gain ground in practice. [From the publication]