Partnership relation between teachers and parents of pupils with developmental disabilities in inclusive education

Summary
The cooperation between parents and teachers of pupils with disabilities, as an aspect of the process of inclusive education is considered in this paper. Relations within families of children with disabilities are characterized by stress and overprotectiveness of achild usually by mother. A child with disability is not able to participate independently in various activities which may lead to the formation of dependent relationships. Parental support, which amounts to overprotectiveness may be harmful for psychosocial functioning of a child. Parental support which contributes to aducational progress and self-reliance of a child is needed in educational process. The cooperation between teachers and parents is a necessary part of inclusive education. This cooperation is realized through frequent contacts, individualized approach, counseling work in the realization of educational objectives, and, above all, development of partnership relations based on confidence. Teachers and parents exchange information which are implemented in individual curricula and they cooperate during all phases of inclusive education. The quality of relation between parents and teachers is one of determinats of educational progress.

Key words: partnership, relations teacher and parents, inclusive education, children with disabilities.

Partnerski odnos nastavnika i roditelja deteta sa ometenošću u inkluzivnom obrazovanju Obrazovna inkluzija predstavlja specifičnu formu obrazovanja prilagođenu detetu sa ometenošću. Ovaj rad se bavi jednim segmentom inkluzovnog obrazovanja, saradnjom između roditelja deteta sa ometenošću i nastavnika koji su uključeni u obrazovanje. Odnosi u porodici deteta sa ometenošću odlikuju se mnogim specifičnostima (stres, visok stepen prezaštićiivanja, dijate obično majke-deteta).

Dete sa ometenošću je objakitvno onemogućeno da učestvuje u raznim životnim delatnostima, što pogoduje stvaranju zavisnih odnosa. Podrška roditelja, ako void prezaštićivanju može nepovoljno uticati na psihološko funkcionisanje deteta sa ometenošću. U obrazovnom porocesu, nephodno je da podrška roditelja bude svrsishodna, da pogoduje obrazovnom napretku, te oslanjanju deteta na sopstvene kapacitete. U ovom procesu, od velike važnosti je uloga nastavnika koji neminovno uspostavlja specifičnu saradnju sa roditeljem deta sa ometenošću. Saradnja podrazumeva intenzivnije kontakte, individualni pristup, savetodavni rad u realizaciji obrazovnih i vaspitnih ciljeva, a pre svega razvijanje partnerskog odnosa koji se bazira na poverenju. Nastavnik i roditelj razmenjuju neophodne informacije, koje se implementiraju u individualni kurikulum rada sa detetom i intenzivno sarađuju tokom celog procesa inkluzivnog obrazovanja. Bez dovoljno kvalitetnog partnerskog odnosa obrazovni proces može biti ugrožen.

Ključne reči: partnerski odnos, nastavnik , inkluzivnao obrazovanje, roditelji dece sa ometenošću;

Fadilj Eminović, Irena Stojkovic, Sanja Dimoski, Radmila Nikić