**Remigijus Bubnys**

Research Institute, Siauliai University, 25 Visinskio Street, 76351 Siauliai, Lithuania; remigijus.bubnys@su.lt; Tel.: +370-673-12930

Received: 7 December 2018; Accepted: 27 December 2018; Published: 2 January 2019

**Abstract:** The basis of the study is the findings of scientific research dealing with experiential reflections of university students studying in the special education Bachelor degree study program in Lithuania. The special educator is a teacher of children with special educational needs, an educational assistance specialist who is able to recognize, assess, and meet children's special educational needs arising due to disabilities, disorders, or learning difficulties, and to professionally provide special pedagogical assistance in the conditions of inclusive and special education. In order to analyze the experience of prospective special educators who study at the university for four years, first year students were chosen. At the start of their studies at the university, in the first month of their studies, students do their practice in the institutions of the educational system: Pre-school, general, and/or special education institutions. The aim of the practice is to ge<sup>t</sup> familiar with the subtleties of the future professional activity. It is maintained that students' initial experience outlived at the start of studies is important and significant for further studies at the university. The article deals with the results of written reflections of students who have returned from practice. The phenomenological hermeneutics method enabled to disclose students' experiences in their practical activities during their observational practice, providing deeper understanding of the study area, as a precondition for reflective learning in further university studies, and by interacting with participants of the (self) education process, the article presents future special educators' practical experiences and perceptions of their roles in the profession. The results disclosed that self-reflection provides students with deeper perception of themselves as people with special educators' needs and problems, personal strengths and competence limitations that enable them to identify sources and means for solving existing and future professional activity problems. It further reveals that cooperation with family members, university teachers, social pedagogues, teachers, children with special educational needs, sharing experiences with student colleagues could lead to greater self-confidence in oneself as a future specialist. Curiosity and personal initiative enabled students to identify positive and difficult moments of the professional activity and future professional role while learning from experience.

**Keywords:** Experience; student; higher education; practice; self-reflection; (self-)educational process; roles in the profession
