The theoretical concepts of cooperation and education cooperation between participants in a comprehensive school analysis were carried out in the work. The hypothesis was raised that teachers and specialists serving children's special educational needs works in team, by holding cooperation its inherent feature. By questionnaire survey method was conducted research with the aim - to reveal the teachers and specialists working with special needs children having features cooperation between mainstream schools and special education in the context of cooperation in disclosing the real situation, the forms of cooperation. The statistical analysis of data was done. The study included general education student assistance specialists (N = 70) (special educators, social pedagogues, speech therapists, psychologists, etc.) general education and elementary education pedagogues (N = 226) (total of 296 respondents).The empirical part deals with specialists and primary school teachers in cooperation situation. Based on the disclosed data opinion of teachers and experts on co-benefits of cooperation was revealed, forms of work, interfering factors, the difficulties faced by developing special educational needs students.
The main empirical conclusions:
1. After statistical processing of the data revealed that teachers often encourage cooperation in raising the quality of the motive, specialists - equivalent to a professional need for partnership. Both groups of respondents agree that collaboration improves working with children with special needs to have efficacy. Identifying factors which disrupt the cooperation of teachers and expert opinion strongly stand out specialist teachers complains that they are inflexible, while the specialist teachers in the latter half of that there is no incentive to cooperate. It appeared that teachers were skeptical about each other's cooperation by providing special assistance.
2. The test results only partially confirmed the hypothesis. Most respondents recognize the benefits of teamwork and a positive effect on job performance and is not indifferent to the ideas of co-operation with colleagues, but most of the respondents work in teams at their own volition. The reason leading to their co-operation is relatively positive in nature, relating to the need for safety and responsibility.
Raktažodžiai: children with special needs, educational participants, cooperation, team, team co-operation.