Percepcije vaspitača o uključivanju stručnjaka različitog profila u tim za inkluzivno obrazovanje

Biljana Jeremić,Živorad Milenović

doi:10.5937/bastina31-34262

Abstract

The past decade has witnessed the expansion of educators' competencies and their larger concern for children with developmental delays, i.e. inclusive education. The inclusion of developmentally delayed children into education is determined by the following: early detection of developmental conditions, timely intervention, an individualized education plan (IEP) and its practical application. The IEP is developed and implemented by the inclusive education team. The team members responsible for the development of the IEP for children with developmental delays in regular preschool education are: parents or caregivers, teachers and educators, early childhood professionals, personal assistants for developmentally delayed children, special education teachers or dialectologists, pedagogical assistants and other professionals. The goal of this research was to determine educators' opinion about the necessity of an early intervention as well as about the application of the IEP and the involvement of professional support in inclusive kindergarten programmes and practice. The sample was comprised of 70 early childhood educators with experience in teaching children with developmental delays. The research results showed that the participants were predominantly inclined towards the involvement of a music pedagogue into inclusive kindergarten education (51of them or 71%). Therefore, this paper analyses the possibilities of supporting children with developmental delays through music teaching classes.

Highlights

Detection and timely intervention are of crucial importance when it comes to the issue of developmental delay in children
The goal of this research was to identify educators’ opinion about the necessity of early intervention, analyse the application of the individualized education plan (IEP) and the support offered by experts of various profiles in preschool inclusive education, as well as to apply obtained results in future modifications of the practical methods aimed at achieving optimal inclusive preschool education
The research investigated the necessity of early intervention, as well as the creation and application of the IEP in the inclusive education team

Summary

Introduction

Detection and timely intervention are of crucial importance when it comes to the issue of developmental delay in children. The early intervention programme is conditioned by various international documents that guarantee a range of rights to all children, including children with developmental delays, such as the right to high-quality education, health and social welfare, participation in social activities, etc. (Milenovic et al 2020; Popović et al 2016; Ljubojević 2013) These rights are implemented in the legislation of numerous countries in the world and enable children with developmental delays and their families to access support services, so that they can be better involved in various activities with children without these delays and improve the quality of their own lives (Cvijetić 2014: 315)

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