In this master thesis we explored the experiences of teachers working with children with PP and the challenges they face in their professional career. The theoretical part includes a literature review on legislation in the field of working with children with special needs, early child development, communication, inclusion and the competences of practitioners. The theory also touches on the phenomenon of burnout among professionals in education.
Qualitative date is obtained, collected through pre-designed semi-structured interviews, which were analysed according to the methodology of phenomenological analysis through coding. The interviews were used to gain insight into their experiences, emotional responses and needs for support and additional education.
The result of the study showed that teachers need more expertise and specific methods for working with children with special needs. We found that current training is often too theoretical and not sufficient to cope with complex situations in practice. The importance of additional training and support from professionals is stressed, especially when working with children with special needs, where each situation in unique.
Based on the results, we recommend the systematic introduction of regular supervision of all those involved in working with children with special needs and more practice-oriented training with working hours. The research also suggests that the inclusion of family and marriage studies elements in support programmes could further improve the management of the challenges of working with children with special needs and contribute to more holistic support for practitioners.
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