PARTNERSHIP BETWEEN SCHOOL AND PARENTS – REALITY OR ILLUSION OF INCLUSIVE EDUCATION / PARTNERSTVO ŠKOLE I RODITELJA – STVARNOST ILI ILUZIJA INKLUZIVNOG OBRAZOVANJA

Abstract

ABSTRACT

    This paper deals with the issue of partnership between the teachers in the first triad of the compulsory nine-year school and the parents whose children attend the mentioned cycle within the current education reform in the Federation of Bosnia and Herzegovina (FBiH) with particular reference to the Herzegovina-Neretva Canton (HNC). The paper is based on a survey research (carried out at the end of 2009 and the first half of 2010) on attitudes of 571 parents from the FBiH and 145 from HNC, respectively, using a five-point Likert scale regarding 26 items. In both samples of parents – from the FBiH and HNC – so far there has been an evident negative attitude towards inclusive education, due to a lack of appropriate information, co-operation between relevant factors, readiness by schools (organisational, material issues) and teachers to carry out inclusive education tasks, its political background (“top-down“ model), etc. Therefore an urgent need is arising among all relevant subjects to work in synergy in order to provide decent and quality inclusive education, taking into account the benefit of all the children/pupils in general.
Key words: co-operation, education reform, primary school, pupils with special needs, teachers.

SAŽETAK

    Ovaj rad razmatra pitanje partnerstva učitelja u prvoj trijadi obveznog devetogodišnjeg osnovnog obrazovanja i roditelja čija djeca pohađaju navedeni obrazovni ciklus u okviru aktualne reforme obrazovanja u Federaciji Bosne i Hercegovine (FBiH), s posebnim osvrtom na Hercegovačko-Neretvansku Županiju (HNŽ). Rad se zasniva na survey istraživanju (provedenom krajem 2009. godine i prvoj polovici 2010. godine) stavova 571 roditelja iz FBiH, odnosno 145 iz HNŽ, putem petostupanjske Likertove skale sastavljene od 26 čestica. U oba uzorka roditelja – iz FBiH i HNŽ - prisutan je negativan stav prema inkluzivnom obrazovanju, koji proizlazi iz nedostatne informiranosti; nepostojanja suradnje između relevantnih čimbenika; nepripremljenosti škola (organizacijska, materijalna) i nastavnika za provedbu inkluzivnog obrazovanja, njegove političke pozadine („top-down“ model), itd. Potreban je sinergičan rad svih relevantnih subjekata, proizlazi, kako bi se osigurala korektna i kvalitetna provedba inkluzivnog obrazovanja, vodeći računa o dobrobiti sve djece/učenika  uopće.
    Ključne riječi: nastavnici, obrazovna reforma, osnovna škola, suradnja, učenici s posebnim potrebama.