Empathy in the function of promotion inclusive education in preschool institutions

Abstract

This paper deals with the importance and the role of empathy as an important factor in accepting children with developmental disabilities and their inclusion in education, as well as to indicate the role of the teacher as the important factor in achieving inclusive education goals. We start from the theoretical framework that points to the contribution of empathy to developing principle of care for other people, as well as the fact that inclusive education presents the basis for contemporary educational system. Inclusive education, that implies integration of children with developmental disabilities among their peers, incited many authors to research and theoretical discussions, whereas we, by empirical research, shall confirm attitudes of the teachers about the role of empathy in the function of inclusion of children with developmental disabilities among peers. The research was conducted in the Preschool Institution "Naše Dete" in Vranje, on September, 2016, using a group of 40 teachers sampled from preschool institutions. It is emphasized in the discussion of results that the teachers who were questioned determined that children with developmental disabilities have value for their own sake, they have developmental potential and that empathy, being the important factor in integration of these children into collective, has high value. Obtained results showed that emotional development of the children with developmental disabilities greatly depends on their relationship with other children, likewise the quality of inclusive education depends on social status and accepting moral norms of the child. We confirmed the importance of certain forms of empathy when it comes to integration of children with developmental disabilities in educational process on a daily basis.