The thesis aims to illuminate which information and what kind of assistance can special education and rehabilitation teachers (hereinafter: "SRT") provide to parents and preschool teachers of children with special needs (hereinafter: "CSN") in the programme for preschool children with adjusted implementation and additional professional assistance. In the theoretical part, the role of the preschool teacher educating CSN is presented as well as the importance of cooperation between professionals working in this area. Attention is also paid to a successful cooperation between professionals and parents of CSN, since the area of cooperation is further investigated in my research. For the purpose of this research, 42 questionnaires were divided to preschool teachers and 35 questionnaires to the parents of CSN. Throughout the research, I examine which information and forms of assistance from SRT in the programme for preschool children with adjusted implementation and additional professional assistance, preschool teachers need in order to provide the most effective assistance to CSN and facilitate their integration, and which information and forms of assistance from SRT, parents need in order to help their children and embrace their special needs. Preschool teachers included in my research concluded that they lack appropriate skills to work with CSN in regular groups. It has been shown that there is a need to improve special skills for working with CSP, such as recognizing specific behaviours, identifying CSP, working with restless children, motivating CSP, and specific strategies to work with CSP within groups. Preschool teachers acquire additional skills mostly by talking to other professionals, reading specialized literature, exchanging opinions with other preschool teachers, obtaining experience, and visiting seminars as well receiving certain information from parents of CSP. If a CSP is present in the group, preschool teachers seek for additional assistance, as well as the encouragement and approval by the SRT. In addition, the need for cooperating with SRT was expressed by parents as well. The findings from the research show that parents need accurate, comprehensive and regular information on their child's progress, problems and the impact thereof on the daily functioning of the child. Furthermore, parents would like to obtain certain exercises that they can do with their children at home, and get more attention from SRT. The easiest way for the parents to acquire all the necessary information is to attend consultation hours once a month. The results of my research indicate how SRT can improve the efficiency of special education. I will provide guidelines for SRT, working in the aforementioned programme, and encourage regular, close cooperation between professionals and parents.
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