The aim of the research is, having evaluated attitude peculiarities of the participants of the research, revealed real collaboration practices and applied action research, to construct methodology and a model of collaboration, meeting special educational needs. The research has been carried out in accordance with the principle of triangulation, combining quality and quantity methods (questionnaire method, individual semi-structured interview, action research using the focus group method). The results of the research revealed that children, having special educational needs and their parents often appear in the situation of isolation in comprehensive schools. teachers’ communication among themselves is more often oriented to individual conversations, consultations, individual perfection, but not to team work and collegial solution of problems. Students often feel teachers’ negative attitudes towards them, ignorance, rejection. Structure and expressiveness of parents’ and teachers’ attitudes towards special education and collaboration has been identified. Considering the collaborative situation (on a country scale) and concrete institutional context (on a school scale), collaboration methodology has been suggested, the basis of which is action research with focus group method applied. The results of the research confirm effectiveness of the methodology. Analysis of individual cases when there is common problem solution and participation of all the members of educational process... [to full text]

The aim of the research is, having evaluated attitude peculiarities of the participants of the research, revealed real collaboration practices and applied action research, to construct methodology and a model of collaboration, meeting special educational needs. The research has been carried out in accordance with the principle of triangulation, combining quality and quantity methods (questionnaire method, individual semi-structured interview, action research using the focus group method). 1445 participants were involved. The results of the research revealed that children, having special educational needs and their parents often appear in the situation of isolation in comprehensive schools of Lithuania – SEN students lack communication, often there are no possibilities to involve and solve children’s educational problems together, their possibilities and needs are not evaluated enough. Parents’ and specialists’ interactions are especially limited. It was stated that teachers’ communication among themselves is more often oriented to individual conversations, consultations, individual perfection, but not to team work and collegial solution of problems. One way information provision dominates in communication with parents. Underefficient system of communication and information spread limits possible interactions, does not encourage complex interaction of all the participants of the process of education and common problem solution. Leaders underestimate the results of common work... [to full text]