Parents\u27 Experiences and Views on the System of Treatment and Support for Children and Adolescents with Special Needs

Vključevanje staršev v vzgojno-izobraževalni proces podpirajo različni dokumenti, kot so Salamanška deklaracija (1994), Konvencija o pravicah invalidov (2007), Zakon o usmerjanju otrok s posebnimi potrebami (2011). Starši so tisti, ki otroka oz. mladostnika najbolje poznajo, šoli zagotovijo informacije o otroku ter ga oz. jo spodbujajo k učenju in napredku v domačem okolju. Učitelji so strokovnjaki za vzgojo in izobraževanje. Imajo znanje o različnih načinih dela, dostopih do virov pomoči ipd. Če starši in učitelji združijo moči ter se odločijo za sodelovanje, lahko za posameznika oblikujejo spodbudnejše učno okolje in mu s tem omogočijo kakovostnejšo vzgojo in izobraževanje. Cilj magistrskega dela je bil raziskati izkušnje in stališča staršev o sistemu obravnave in nudenju pomoči otroku s posebnimi potrebami (PP), ob tem preučiti težave in dobre prakse pri poučevanju ter obravnavi otrok s PP z vidika staršev. S pomočjo kvantitativne in kvalitativne analize 1390 odgovorov staršev, pridobljenih v okviru nacionalne evalvacijske študije z naslovom Identifikacija težav ter dobrih praks pri vzgoji in izobraževanju otrok s posebnimi potrebami s predlogi sprememb, smo analizirali pridobljene informacije in podatke s področja prepoznavanja in ocenjevanja PP pri njihovem otroku, postopka usmerjanja in pridobivanja odločbe o usmeritvi, pomoči in podpore, ki jo otrok prejme v šoli, elemente organizacije in izvedbe izobraževanja otroka ter preverjanje in ocenjevanje znanja. Raziskali smo tudi njihov pogled na sodelovanje s šolsko svetovalno službo, učitelji in zunanjimi ustanovami ter njihovo mnenje o inkluziji v slovenskem šolskem sistemu. Rezultati raziskave so pokazali, da so starši zadovoljni s sistemom obravnave in nudenjem pomoči otroku s PP. Kljub temu so izpostavili, da bi bilo treba skrajšati postopek prepoznavanja otrokovih težav, saj bi na ta način hitreje prišli do ustrezne pomoči in podpore. Prav tako so bila deljena njihova mnenja o podpori in pomoči, ki jo prejme otrok. Nekateri so izpostavili pozitivna stališča, spet drugi so navedli, da učitelji in strokovni delavci ne upoštevajo oz. ne izvajajo prilagoditev. Za nudenje pomoči kot pozitivnega vrednotijo IP, saj je ta prilagojen otroku, sloni na njegovih močnih področjih in primanjkljajih, pozitivno vpliva tudi na otrokov šolski, socialni in čustveni razvoj. Staršem je pomembno, da šola skrbi za pozitivno klimo in sprejemanje različnosti ter da so strategije dela osnovane na otrokovih močnih področij. Kot pomemben element izvedbe in organizacije izobraževanja vrednotijo tudi sodelovanje s starši in redno obveščanje o napredku otroka s PP. Menijo, da so za vzpostavitev sodelovalnega odnosa potrebni odprtost, kakovostna komunikacija in zaupanje do strokovnih delavcev, učiteljev. Pri njih dobijo informacije o otroku, z njimi oblikujejo strategije pomoči in podpore. Večina jih je vključena tudi v izdelavo IP, kjer se upošteva njihovo mnenje. Prav tako so izrazili, da se v izobraževanje aktivno vključuje tudi otroka s PP. Nazadnje so podali svoje stališče o inkluzivnem izobraževanju. Menijo, da na razvoj inkluzije pomembno vplivajo materialni in strokovni viri šole. Poročajo, da se jim zdi smiselno vključiti prilagojen izobraževalni program vzgoje in izobraževanja z enakovrednim izobrazbenim standardom (OŠPP z EIS) in prilagojen izobraževalni program vzgoje in izobraževanja z nižjim izobrazbenim standardom (OŠPP z NIS) v redne vzgojno-izobraževalne ustanove, kar kaže na pozitivno mnenje o inkluziji.The involvement of parents in the educational process is supported by various documents, such as the Salamanca Declaration (1994), the Convention on the Rights of Persons with Disabilities (2007), and Placement of Children with Special Needs Act (2011). Parents are the ones who know their child best, provide the school with information about their child, and encourage them to learn and progress in the home environment. Teachers are the educational experts. They know about different ways of working, have access to support resources, etc. If parents and teachers come together and decide to work together, they can create a more supportive learning environment for individuals, allowing them to achieve a better quality of education. The aim of this master\u27s thesis was to examine parents\u27 experiences and views of the system of treatment and support for children and adolescents with special needs, exploring issues and best practises in the instruction and treatment of children with special needs from the parents\u27 perspective. Using a quantitative and qualitative analysis of 1390 responses from parents obtained through the national evaluation study, "Identification of Problems and Best Practises in the Education and Training of Children with Special Needs with Suggestions for Change," we analysed the information and data obtained in the areas of identifying and assessing their child\u27s special needs, the process of guidance and obtaining a guidance decision, the help and support the child receives at school, the elements of organising and conducting their child\u27s education, and testing and assessing their knowledge and skills. We also explored their views on cooperation with the school counselling service, teachers, and external institutions, as well as their opinions on inclusion in the Slovenian school system. The results of the survey show that parents are satisfied with the system of treatment and support for their child with special needs. However, they pointed out that the procedure for identifying a child\u27s problems should be shortened, as this would help them get the right help and support more quickly. They also shared their views on the support and help the child receives. Some expressed positive views, while others noted that teachers and practitioners do not give consideration or make adjustments. They view the support as positive because it is tailored to the child, based on the child\u27s strengths and deficits, and has a positive impact on the child\u27s academic, social, and emotional development. Parents feel it is important that the school promotes a positive climate and acceptance of diversity, and that work strategies are based on the child\u27s strengths. They also value collaboration with parents and regular updates on the progress of their child with special needs as an important element of educational work and classroom organisation. They believe that an open attitude, good communication and trust in the professionals, the teachers, are necessary to build a cooperative relationship. They receive information from them about their child and work with them to develop strategies for help and support. Most of them are also involved in drafting the IEP, taking their views into account. They also said that the child with special needs is actively involved in education. Finally, they also commented on inclusive education. They believe that the material and professional resources of the school have the greatest impact on the development of inclusion. They also report that they think it is useful to integrate an adapted education programme with an equivalent education standard and an adapted education programme with a lower education standard in mainstream educational institutions, indicating a positive opinion on inclusion