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 LIII (2)/2013
MIRJANA M. STANKOVI-DJORDJEVI

COLLEGE OF PROFESSIONAL STUDIES FOR PRE-SCHOOL TEACHERS IN PIROT

TEACHER-PARENT PARTNERSHIP AS A PRECONDITION

SUMMARY

FOR INCLUSION IN EDUCATION2

Inclusion in education implies openness and readiness of all social

elements to provide every child with the best possible education either within a school environment or in a class which a child would attend at any rate. By approaching each child individually teachers
should organise the activities for their students bearing in mind the
onward changes of the entire personality of a child. Modern educational practice is based on humanist and constructivist standpoints a
child is in the centre of interest and it should build and construct its
own knowledge on its own, while the exchange of information should
go both from professionals and parents towards a child and vice versa. Global changes on a family level caused by a birth of a child with
developmental disability represent the changes in a family identity as
well as the changes in integration processes within the family. The
role of a teacher is extremely significant in the process of the family
adjustment as well as in the process of a continuous support which is
necessary for all families with children with developmental disabilities throughout their lives. The basis of the relationship between a
school and parents should be the perception of parents as partners
the interests, priorities and concerns of a family should be in the focus
of both theory and practice in schools. The common problem of parents and teachers is the problem of allocating attention from
childrens limitations and difficulties to their potentials and possibilities, from academic achievements to social and affective outcomes
and life skills development.
KEY WORDS: teacher, parent, inclusion, partnership.

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