Strenghtening cooperation between regular primary schools and education centers

U Hrvatskoj je naglasak na provođenju integracije i inkluzije jak, važnost suradnje posebnog i redovitog odgojno-obrazovnog sustava prepoznaje se kao njihov bitan element, no, s druge strane, ne nailazi se na radove koji proučavaju tu suradnju u praksi. Stoga je cilj ovoga istraživanja bio ispitati stavove zaposlenika odabranoga Centra za odgoj i obrazovanje te učitelja i stručnih suradnika obližnjih redovitih osnovnih škola o potencijalima mogućeg jačanja suradnje između redovitog i posebnog odgojno -obrazovnog sustava. Pri istraživanju je korištena kvalitativna metodologija, odnosno metoda intervjua. Rezultati pokazuju da se najveći prostor za napredak u suradnji vidi u povećanju broja stručnih suradnika u školama koji će prepoznati potrebe svojih kolega i učenika te potražiti pomoć Centra za odgoj i obrazovanje, omogućiti češći kontakt jedne i druge populacije učenika, čime bi se potaknula tolerancija i senzibilizacija učenika urednog razvoja prema učenicima s teškoćama u razvoju. Nadalje, potencijal za jačanje suradnje vidi se u povećanju broja stručnih suradnika u Centru za odgoj i obrazovanje koji bi mogli pomoći pri stručnom usavršavanju učiteljima, u jačanju suradnje s roditeljima te u postizanju boljih akademskih rezultata učenika. Suradnju bi mogle ojačati i udruge koje bi pokrenule različite događaje i manifestacije kojima bi se promovirala jednakost i ravnopravnost te dodatno potaknulo stvaranje inkluzivnog društva.In Croatia, the emphasis on the implementation of integration and inclusion is strong, the importance of cooperation of a special and regular educational system is recognized as its essential element, but there are no works that study this cooperation in practice. Therefore, the aim of this research was to examine the attitudes of employees of the selected Center for Education and teachers and professional associates of nearby regular primary schools about the potential for possible strengthening of cooperation between the regular and special educational system. The research used a qualitative methodology, i.e. the interview method. The results show that the greatest space for progress in cooperation is seen in the increase in the number of professional associates in regular schools who will recognize the needs of their colleagues and students and seek help from the Center for Education, enable more frequent contact of both student populations, which would encourage tolerance and sensitization of students of orderly development towards students with disabilities. Furthermore, the potential for strengthening cooperation is seen in the increase in the number of professional associates in the Center for Education who could help teachers in professional development of teachers, cooperation with parents and in achieving better academic results of students. Cooperation could be strengthened by associations that would launch various events and manifestations that would promote equality and equality and further encourage the creation of an inclusive society