*3.2. The Second Dimension*

Cognition of practice subtleties in relating with special educators and teachers reveals special educators' and subject teachers'/form tutors' assistance for trainees (see Table 2).


**Table 2.** Cognition of Practice Subtleties through Relating with Special Educators and Teachers.


**Table 2.** *Cont*.

During practice, students were made to familiarize with their future profession by special educators and subject teachers, who discussed ways of dealing with or assisting children, provided concrete advice and enabled them to learn from their mistakes. Information provided by special educators and teachers about communication with children helped students to understand the importance of individual communication with each child: " ... explained how to approach each child, what were the child's usual moods. I understood that each child was different, communication with every child was individual..." Teachers helped students to understand that the peculiarity of communicating with children depends on the type of the child's disability.

Special educators provided information on different type of disabilities in order to help students understand what methods to use to arouse each child's interest, stating that the proper way of correcting behaviors should be applied to achieve adequate results and behavioral changes: " . . . explained how a healthy person should behave with the disabled. Not only with children but in general with all people. How they should be taught, interested, disciplined..." By so doing, teachers created avenues for students to involve themselves in activities and try out the advice in practice. Teachers also provided information for students about different educational process parameters: specificity of the school, curricula, children's disabilities, fatigue manifestations, etc.

Students reflect that teachers' explanations about diseases were the most useful: "... allowed to approach children, play with them, help to draw, mould and dress. Told about children's diseases: disorders, what was characteristic for them..." Personal involvement in activities enabled students to analyze their actions in action and learn from their experiences.

Consistency and coherence of personal-internal factors (expectations, needs, feelings, personality traits, interests, etc.) and environmental-external factors (organizational culture and microclimate, customers (children), etc.) create a sense of comfort and help students to grow as personalities and professionals during their practical activities. Mutual support and open relations between the student and practice supervisor are the main prerequisite for constructive reflection and self-reflection [44]. Teachers' personal approach and assessment helped students to better understand children's learning difficulties and experience feelings in various educational process situations. Seeking to avoid mistakes during practice, teachers familiarized students with trainees' most common mistakes.
