Collaboration between professionals in inclusive education

Inkluzivno obrazovanje u redovnim školstvu zahtjeva svrhovitu i kvalitetnu suradnju između svih stručnjaka koji sudjeluju u istoj. Zato je važno prikazati koncept suradnje, njezinu definiciju i ciljeve koji pospješuju inkluzivnu praksu. Uveliko je važno ispitati kako je suradnja prisutna u današnjem inkluzivnom školstvu te kako to sutručnjaci međusobno surađuju. Suradnje je u inkluzivnom odgoju i obrazovanju ključna jer uključuje niz stručnjaka. To su: odgajatelji, učitelji i nastavnici, stručnjaci edukacijsko rehabilitacijskog profila u koji spadaju edukacijski rehabilitatori, logopedi i socijalni pedagozi, psiholozi, pedagozi i mnogi drugi. Način na koji i kako surađuju jako je bitan prvenstveno za učenike s teškoćama u razvoju, a potom i za razinu škole odnosno lokalne zajednice. Kvalitetna suradnja i rad u timu osigurava primjer dobre inkluzivne prakse gdje je svaki član tima važan i ima svoju ulogu. Kvalitetnim suradničkim radom u kojem je svaki član sudjeluje djelotvorno, motivirano i iskreno može se postići puno više, nego pri individualnom, odvojenom radu. Uzimanjem u obzir tuđih mišljenja i prijedloga, stavara se pouzdano i kvalitetno okruženje koje pospješuje suradnju između stručnjaka, učenika s teškoćama u razvoju i njihovih roditelja.Inclusive education in regular schools requires purposeful and quality cooperation between all experts who participate in it. That is why it is important to present the concept of cooperation, its definition and goals that promote inclusive practice. It is very important to examine how cooperation is present in today's inclusive schooling and how co-workers cooperate with each other. A number of experts are involved in inclusive education. These are: educators, teachers, experts in the educational rehabilitation profile, which includes educational rehabilitators, speech therapists and social pedagogues, psychologists, pedagogues and many others. The way in which and how they cooperate is very important primarily for students with disabilities and then for school and local community. Quality cooperation and teamwork provides an example of good inclusive practice where each team member is important and has a role to play. With quality collaborative work in wich each member participates effectively, motivated and sincerely, much more can be achieved than with individual, sepearate work. By respecting other peoples's and theirs suggestions, a reliable and quality environment is created that promotes cooperation beetwen professionals, students with disabilities and their parents