**5. Conclusions**

The interaction of the participants of the educational process and cooperation at the higher education institution help to ensure students' more successful adaptation in the teaching/learning process, perceiving their as future specialists' professional roles and subtleties of future activities. The mutual assistance process enables to create the environment empowering the improvement of reflection abilities that are needed when students become experienced professionals in their professional field. The research results highlighted the obvious need to link theoretical and practical knowledge during studies, where the learner's experience and its analysis become the main source of teaching/learning. The main goal the students and their supervisors at the university and in the place of practice should seek is the transfer of experience and assistance, familiarizing with the peculiarities of the future profession by helping to apply the acquired theoretical knowledge in practice. Every activity during practice should promote the student's further actions while learning, i.e., promote the search for answers to questions that the student failed to answer during the practice.

It is advisable to create support groups, using supervision elements, analyzing problems arising in the relationships with the trainee and projecting possible solutions of these problems. The same idea of support groups can be also transferred to the university environment by developing an optional module of the study subject, which could include the organization of student support groups before and after practice.

The limitation of the conducted research is that the results are presented analyzing students' experience after their first practice during studies. It would be relevant and significant to analyze and explore employing different research strategies, such as observation, action research, etc. in order to reveal the future special educator's professional growth and improvement during all studies, which would create conditions to improve the content of the study program at all stages of the teaching/learning process.

**Funding:** This research received no external funding.

**Conflicts of Interest:** The author declares no conflict of interest.
