The article deals with the peculiarities of the application of the knowledge of mathematics in real life situations of students with moderate special needs who study in senior forms of mainstream schools. The research data have been collected applying quantitative approach. By the method of questionnaire survey it has been investigated how students with moderate special educational needs who study in 8-10 forms of mainstream school are able to apply possessed knowledge of mathematics in real-life situations and solving problems of practical character, the peculiarities of their functional mathematical literacy have been assessed. The results of the research have shown that the level of functional mathematical literacy of the majority of students with moderate special educational needs who have participated in the pilot research is not sufficient, the knowledge of mathematics is not strong, students lack practical abilities and perception how and where possessed knowledge could be applied in everyday activity.

<p>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><p align="center"> </p><p align="center">Straipsnyje atskleidžiamos mokinių, turinčių didelių specialiųjų ugdymosi poreikių (SUP), mokymosi specialiojo ugdymo įstaigose patirtys, kurios analizuojamos inkliuzinio ugdymo nuostatų bei užsienio šalyse atliktų tyrimų kontekste. Tyrime laikomasi kokybinio tyrimo metodologinių nuostatų. Pristatomi pusiau-struktūruoto mokinių individualaus interviu metodu surinkti duomenys. Tyrime išryškėja mokinių nuomonės apie ugdymosi specialiojo ir bendrojo ugdymosi mokyklose galimybes ir ribotumus, požiūris į mokymąsi, atskleidžiami psichosocialinės aplinkos specialiosiose mokyklose ypatumai.</p>

Teachers’ cooperation with parents of students with special educational needs (SEN) is particularly important for students with special educational needs. Theoretical analysis has found that there are often problems of cooperation between teachers and parents of children with special educational needs. In order to clarify this, a quantitative study was carried out. The research aim – to reveal the peculiarities of cooperation between teachers and parents of students with special educational needs. The method of a questionnaire survey was chosen for the research, a questionnaire of semi-closed questions was created. The study involved 353 general education teachers. The results of the teacher survey showed that parents are not sufficiently involved in the process of cooperation. The most common forms of cooperation between teachers are individual consultations. The majority of the teachers indicated that they usually cooperate with parents of students with SEN in solving teaching/learning problems of the child, less often they cooperate in developing an individual curriculum. According to the respondents, the main problems are different understanding of responsibilities and demands of teachers and parents on each other.

The paper focuses on the issues of parents consulting and their involvement in an educational service process for families at schools. The quality of education and the effectiveness of provision of educational services are considered as an integral part of successful learning. To analyze parental opinion (N=530) towards their consulting and involvement in provision of educational service process quantitative  and qualitative method of data collection have been chosen. According to the parental opinion, the content of consulting should be linked with learning achievements and motivation. Parental involvement is considered through the processes of professional orientation, prevention and organizing social events at school. Though, the fields of self-support groups, organizing teaching-learning programs for families, parental involvement in a formal educational process is considered as a challenging issue.

The article analyzes vocational education teachers‘ approach to the interaction between mathematical competence and working-class career choice in the educational process of the students with mathematics learning difficulties. There are distinguished basic mathematical subjects and mathematical skills, which, according to the teachers, are important and necessary for successful vocational training (learning).