Straipsnyje analizuojama problema, kaip galėtų būti tobulinama pagalbos moki-niui sistema mokykloje, besiorientuojančioje į įtraukųjį ugdymą. Išanalizavus teorines įtraukiojo ugdymo prielaidas, Lietuvos švietimo sistemos dokumentus, atlikus empirinį atvejo tyrimą, apibendrinama: atvejo mokyklos lygmeniu susiklosčiusi situacija, kai integruotas specialusis ugdymas dekonstruojamas, o įtraukusis ugdymas konstruojamas; pagalbos mokiniui sistema taip pat yra pereinamajame etape; remiantis atvejo tyrimo mokyklos duomenų analize siūlomas modelis, kaip galėtų būti tobulinama pagalbos mokiniui sistema orientuojantis į įtraukųjį ugdymą.

This article reveals the features of effective teamwork (teachers, specialists, parents) in management, training in working with children with special needs, in a general education school. To achieve positive results when working with children with special needs in mainstream schools, educators must have sufficient teamwork skills. The results of the study confirmed the effectiveness of the developed pedagogical, and psychological program for the optimization of command control and interaction.

The article deals with the theoretical preconditions of socialization of children with special needs: the diversity of factors, features and conditions determining socialization, the structural elements of socialization model for children with mental disorders are presented and grounded, the peculiarities of their implementation are disclosed when organizing their life and socialization in practical activity in one of new type social institutions where the children with mental disorders live remaining without parents’ care since their birth. The period of 10 years of socialization is researched during which the validity of elements of socialization model was checked by researches of various children activities spheres that grounded the effectiveness and correctness of presented socialization model for children with mental disorders. This is illustrated by the analysis of the data of the empirical research for children with mental disorders where the adaptation of behaviour in socialization sphere of 40 children with mental disorders living in social institution is evaluated. On the basis of the research results the conditions of the main socialization activities influencing socialization are presented as well as the communication preconditions of the handicapped children and pedagogical and social methods of their development, relation with the environment, formation and modification of social behaviour, which is useful for the practical implementation of socialization model.

The article deals with the theoretical preconditions of socialization of children with special needs: the diversity of factors, features and conditions determining socialization, the structural elements of socialization model for children with mental disorders are presented and grounded, the peculiarities of their implementation are disc1osed when organizing their life and socialization in practical activity in one of new type social institutions where the children with mental disorders live remaining without parents’ care since their birth. The period of 10 years of socialization is researched during which the validity of elements of socialization model was checked by researches of various children activities spheres that grounded the effectiveness and correctness of presented socialization model for children with mental disorders. This is illustrated by the analysis of the data of the empirical research for children with mental disorders where the adaptation of behaviour in socialization sphere of 40 children with mental disorders living in social institution is evaluated. On the basis of the research results the conditions of the main socialization activities influencing socialization are presented as well as the communication preconditions of the handicapped children and pedagogical and social methods of their development, relation with the environment, formation and modification of social behaviour, which is useful for the practical implementation of socialization model.

R. Giedrienė’s article “Timely Integrated Assistance to Childrenwith Special Needs – Crucial Factor for Their Successful Education/Learning and Positive Socialization” is based on the analysis of literary data and empirical researches analysing opportunities of successful learning and positive socialization of preschool children with special needs. To this end, the following is described: – Positive socialization mechanisms of children with special needs. – Concept of timely integrated assistance to children with special needs. – Focus on sensitive period limits of cognitive and social functions during maturation. – Correlation between the quality of developing cognitive functions and prospective academic achievements at school. – Empirical research results showed that some cognitive skills of children with or without developmental disorders in preschool groups influence their success of learning and social skills. It was determined that 27–35 % of children have undeveloped skills to distinguish native language sounds aurally, poor general linguistic capacity (poor vocabulary, inability to learn grammar patterns, poor skills of coherent language), 10–12 % had the lack of visual and spatial perception. The lack of these cognitive processes anticipates prospective learning disorders: dysgraphia, dyslexia, dyscalculia, which also affects child’s socialization processes. Also, it introduces changes of the Lithuanian education system over the last years, which lead to a drastic shrinkage of special integrated assistance for pre-schoolers. [...].