Early intervention in typhlology – experiences and dillemas

U radu su razmatrani stavovi stručnjaka o ulozi roditelja u procesu rane intervencije, kao i iskustva roditelja dece sa oštećenjem vida. Iako je istorija rane intervencije u tiflologiji relativno kratka, u literaturi su, posmatrano u odnosu na sagledavanje uloge roditelja opisani različiti modeli. Tehnokratsko-funkcionalistički model, roditelja vidi kao pomoćnog terapeuta, motivisanog da putem realizacije programa, koji odredi stručnjak, pomogne svom detetu i da to pri tom javne institucije ne košta ništa. Nasuprot ovom modelu, model saradnje stavlja akcenat na kvalitet funkcionisanja čitave porodice, i roditelja vidi kao partnera u procesu rane intervencije. Iskustva proistekla iz tehnokratskofunkcionalističkog modela su jasno ukazala da uloga koja se nameće roditelju, dovoljno već opterećenom brigama, može da ugrozi spontanost u komunikaciji sa detetom i učini je kvaziprofesionalnom. Saradnički model u prvi plan ističe značaj uvažavanja porodičnih okolnosti i odre�����ivanje nivoa podrške u saradnji sa korisnikom. Prema savremenim shvatanjima suština rane intervencije sadržana je u zahtevu da roditelji uz stručnu podršku i pomoć (lekara, defektologa, psihologa, optometrista, socijalnih radnika) prepoznaju potrebe deteta sa oštećenjem vida i struktuiraju stimulativno okruženje za njegov razvoj.This paper analyzes expert attitudes towards the role of parents in the process of early intervention, and the experiences of parents with visually impaired children. Even though the history of early intervention in typhlology is relatively short, the literature describes different models with regard to the role of parents. The model of technocratic functionalism sees a parent as an assistant therapist motivated to help his/her child by implementing programs developed by specialists at no cost to public institutions. On the other hand, the cooperative model emphasizes the functioning quality of the whole family, and sees a parent as a partner in the process of early intervention. Experiences from the model of technocratic functionalism have clearly indicated that the role imposed on parents, already burdened with worries, can endanger the spontaneity in communicating with a child, and make it quasi-professional. The cooperative model emphasizes the significance of respecting family situations and determining the level of support in cooperating with the user. According to contemporary beliefs, the point of early intervention is underlined in the requirement that parents recognize the needs of a visually impaired child and create a stimulating environment for his/her development, with the professional support and help (of doctors, special educators, psychologists, optometrists, social workers)