Рајка С. Ђевић, Институт за педагошка истраживања, Београд, Србија, имејл: rajkadjevic@gmail.com
Миља Б. Вујачић, Институт за педагошка истраживања, Београд, Србија
Иновације у настави, XXXIX, 2026/1, стр. 1–16

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DOI: 10.5937/inovacije2601001C

Резиме: У раду су анализиране перспективе родитеља деце која имају тешкоће у развоју у оквиру инклузивног образовања. Да би се боље разумео положај родитеља у овом процесу, направљен је осврт на кључне специфичности ових породица, изазове и тешкоће са којима се суочавају, емоционалне доживљаје и проблеме у функционисању. Указано је на различите мотиве и аспирације родитеља у погледу образовања њихове деце, као и на очекивања од инклузивног образовања када су у питању користи које овај процес може имати. Представљена су различита искуства родитеља деце која имају тешкоће у развоју у инклузивном образовању, као и њихове перцепције корисности овог процеса и различитих изазова и проблема у његовој реализацији. Посебно је истакнут значај конструктивне сарадње породице и школе као једног од водећих чинилаца унапређивања квалитета инклузивног образовања и пружања адекватне подршке родитељима и деци. Указано је на различите начине остваривања сарадње школе и породице, као и на пожељне праксе школског тима и наставника, који ову сарадњу могу учинити квалитетном и довести до жељених ефеката по све кључне актере. На крају, дате су кључне импликације за образовну праксу у овој области.

Кључне речи: изазови родитељства, образовне аспирације, сарадња школе и породице ученика који имају тешкоће у развоју, инклузивно образовање, подршка школе и друштва

Summary: The paper analyses the perspectives of the parents of children with developmental disabilities within inclusive education. To understand better the position of the parents in this process, a review has been made of the key specificities of these families, the challenges and difficulties they face, their emotional experiences, and problems in functioning. The authors point out different motives and aspirations of parents regarding the education of their children, as well as the expectations from inclusive education when it comes to the benefits that this process can have. Different experiences the parents of children with developmental disabilities in inclusive education are presented, as ell as their perceptions of the usefulness of this process and various challenges and problems in its implementation. The importance of constructive cooperation between family and school is particularly emphasised as one of the key factors in improving the quality of inclusive education and roviding adequate support to parents and children. The paper looks at different ways of achieving school-family cooperation, as well as desirable practices of the school team and teachers that can make this cooperation of high quality and lead to the desired effects for all key stakeholders. The key mplications for educational practice in this area are elaborated in the paper as well.

Кeywords: challenges of parenthood, educational aspirations, cooperation between schools and parents of children with developmental disabilities, inclusive education, school and society support

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