engleski

Cooperation in inclusive education from the perspective of parents of students with autism spectrum disorder - case study

Inclusive education is a challenge that largely depends on the quality of cooperation. Quality cooperation and partnership between parents and teachers are a significant factor in the successful inclusion of students with disabilities in inclusive education. Collaboration between teachers and parents is desirable and unavoidable and affects the child's learning, personal development and behavior. The aim of this paper is to examine the experience of parents' cooperation with teachers and, based on the knowledge of parents' experiences to determine how to improve and encourage their mutual cooperation. The mother of the child with autism spectrum disorder described through the semi-structured interview various positive and negative experiences related to the inclusion of their child in education system, from pre-school education, through decision- making on an appropriate education program, the transition from the pre-school to the primary school to cooperation during primary school education. Cooperation between the school and the parents is a continuous circular process and includes communication, reciprocity and mutual respect with the student in the center. Teachers' willingness to cooperate, mutual respect and mutual engagement in finding the best solution for the child are the main determinants of positive or negative experience of the parents. Positive experience in collaboration with teachers alleviate the stress that parents of a child with disabilities endure on a daily basis. Collaboration between parents and teachers requires a new way of thinking and includes direct, open and persistent communication as well as active involvement of students in the problem- solving process. Schools need to design services according to the needs of each individual, so it is necessary, more than before, to strengthen the competences of professionals to achieve quality cooperation, which primarily refers to the skills of effective and appropriate communication, active listening and assertiveness.

collaboration, inclusion, parents

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