Evaluation of special pedagogical support in early childhood education institutions: the attitude of parents and teachers
2018
Rauduvaite, A., Lithuanian Univ. of Educational Sciences, Vilnius (Lithuania) | Ramanauskiene, D., College of Panevezys (Lithuania)
The established integration of children with health problems and special educational needs (SEN) into educational institutions of general purpose, a broader spread of ideas of inclusive education have resulted in a need for a new evaluation of accessibility and provision of special pedagogical support to early age and pre-primary children. The aim is to evaluate the attitude of parents and teachers to accessibility and need of special educational support in early childhood education institutions of general purpose. The empirical research is based on the case study, where the accessibility of special pedagogical support to SEN children in early childhood education institutions of general purpose as well as the attitude of parents and teachers towards the need of such support are analysed. While conducting the research, the survey of the teachers allowed to evaluate the situation of children’s special education in educational institutions; the qualitative research revealed the attitude of the teachers and the parents to the analysed problem. It was established that the needs of SEN children are only partially satisfied in early childhood education institutions. It appeared that a part of children, who were assigned a complex support, in most cases received only services of a speech therapist in educational institutions of general purpose. Though parents are recommended to choose an institution with a full team of specialists, they tend to choose the one closer to their home, easier to reach or more attractive. The problem question is raised about who is responsible for partial satisfaction of special educational needs of children.
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