Straipsnyje analizuojamos logopedų nuomonė ir patirtys, teikiant logopedinę pagalbą telepraktikos būdu COVID-19 situacijos aplinkybėmis. Atlikta kiekybinė ir kokybinė tyrimo duomenų analizė atskleidė šalies logopedų sampratą, taikomas telepraktikos rūšis, šios praktikos taikymo privalumus ir ribotumus, galimybes teikti (ne)tiesioginę pagalbą vaikams, turintiems įvairių kalbėjimo, kalbos ir rijimo sutrikimų, galimybes kokybiškai atlikti profesines logopedo funkcijas per nuotolį. Tyrimas atskleidė, kad telepraktika logopedo darbe, nors kėlusi daug iššūkių dėl poreikio ją taikyti nenumatytomis aplinkybėmis ir tam tinkamai nepasirengus, turi daug privalumų ir gali būti sėkmingai taikoma derinant ją su įprasta, tradicine, fizinio kontakto būdu teikiama pagalba

At 5–6 years, most children pronounce all the sounds of their mother tongue correctly and have developed phonemic awareness, but not all children have reached an adequate level of speech and language development. In order to alleviate speech development and language acquisition disorders, it is necessary to carry out interventions based on sequential steps and activities. This article reveals the findings of various authors attempting to explain the action of such interventions. On the basis of the analysed literature, the author proposes a model of intervention in speech therapy for the reduction of phonological disorders.

In the paper, the favourable factors of the successful education of children with autism spectrum disorders have been analysed. The study confirms the uniqueness of the characteristics of children with autism spectrum disorders and their educational situations. Participants in the educational process - parents, teachers, speech therapists, psychologists, assistants, and classmates indicate both similar and different characteristics and needs of the same child. The uniqueness of the characteristics and individuality of the expression of peculiarities in children with autism spectrum disorders presupposes the importance of individualization of education. The study showed that educational success is determined by the favorable values and attitudes of the educators and friendly school community, as well as good knowledge of the child individuality, individualized education to address child’s needs and interests and to ensure his/her active participation. The collaboration of all educational participants, including the teacher, the child, the parents as well as the classmates has been found as one of successful educational factors.

The article reveals the experiences of pupils with severe special educational needs (SEN) at special education institutions, which are analyzed in the context of inclusive education approach and research conducted in foreign countries data. The study follows qualitative research methodology. The data collected employing the semi-structured pupils’ individual interview method are presented. The study highlights pupils’ opinions on the opportunities and limitations of education at special and mainstream schools, their attitude to learning and discloses peculiarities of psychosocial environment at special schools.

<p>Critical review of Thompson, J. (2012). <em>La gestion de classe au secondaire: Guide pratique </em>[<em>Discipline survival guide for the secondary teacher</em>].<em> </em>Montréal: éditions Chenelière.</p><p> </p>

The article deals with the occupational stress strategies of education support specialists. Teachers are expected not only to work with students in the classroom but also to perform their duties as an administrator, to rally various resources for meeting the needs of the students and their parents as well as other community members; also to be an innovator, advisor and mediator etc., which creates a high level of (occupational) stress. The main objective of the article is to identify how education specialists’ develop stress coping strategies and to attempt to answer the following problem questions: What is the focus of Lithuanian education specialists’ in stress coping support strategies? What are the links between the stress coping strategies used and socio-demographic characteristics? A quantitative research design was conducted to identify the stress coping strategies used by the specialists working in the education system. (N= 478). Occupational stress experienced by education specialists becomes a serious test not only to the physical and mental health of the professional and his / her family, the potential loss of working capacity and also to the quality of work of the educational institution and the internal culture of the organisation.

Chimerical groups at school are a new pedagogical reality observed in the behavior of communities prone to deviant activities. The different interpretations link these communities to difficult children, youth subcultures, and street gangs while chimerical groups are a possible conceptual projection on them. We are attempting at a sociolinguistic reading of the term “chimeric group at school” as a community off children and adolescents with deviant behavior but not juvenile offenders, which makes us face legal terms and delinquent behavior. A chimerical group of dealers, pimps, prostitutes and other subjects with deviant behavior at school imitates the behavior of criminal groups in society, borrowing mechanisms and means and also creating their own ones through social networks. The studying of the sociolinguistic connotations of the term “chimeric group” allows the estimation of the preparedness of the pedagogical community to adequately perceive this phenomenon and deal with it accordingly.

The article deals with the qualities required in implementing an art education curriculum for learners with special needs. There are few studies disclosing how teachers approach an art education curriculum with learners who have special educational needs. Therefore, it is relevant to investigate how teachers understand and think about the purpose of art education for learners with special needs, and how they assess such activities provided in the art education curriculum. It is concluded that through implementing an art education curriculum for children with special needs, teachers must understand the purpose of art education and are convinced that the creative activities of learners with special needs stimulate their imagination, develop creativity and enhance self-confidence. During art education activities teachers are ready to take into account pupils’ individual abilities and differentiate tasks. Teachers understand the role of art education in the development of the personality of learners with special needs but controversially? Clarify, why is it controversial? assess the trends of art activities.

The article analyses participation of students with disabilities in higher education internationalisation activities. In the course of research we tried to disclose theoretical links between higher education internationalisation concept and globalisation process, to analyse the experience of students with disabilities participating in internationalisation activities: the main factors that stimulate or restrict students from participation in international activities in higher education institutions. In order to implement the aim of the research, the theories of social participation and empowerment were referred to. Descriptive research method was applied to collect and analyse the data. The participants of the research – students with disabilities studying at Lithuanian state universities (N = 145). While analysing research data, the main factors that determined students’ decision to get involved in internationalisation activities at the university were indicated: the ambition to acquire deeper knowledge at international level in a particular study programme; the desire to ensure added value to future career; the pursuit to improve the knowledge of a foreign language. The main indicated factors that prevent students from participation in higher education internationalisation activities are as follows: the disability itself or special needs, low self-confidence and health problems.


 The article deals with the peculiarities of stress experienced by adolescents in the context of the analysis of social, demographic variables. Research data enabled to identify stressful situations and negative emotions which are experienced by adolescents depending on their sex, age. Respondents’ data were analysed using descriptive and mathematical statistics methods. It was found that adolescents found themselves in stressful situations and experienced negative emotions. Senior age female adolescents find themselves in such situations most often, the place of residence is little significant for adolescents’ stressful experiences, while social environment of the school is to be considered a strong stressogenic factor.