Role special educator-somatopeth in inclusive teaching - from theory to practice

Abstract

Including the modern trends of development of their respective continents and wishes to join the EU, Serbia is still reform their systems, according to which for decades operated. Although a variety of research shows that the system of education of young people with disabilities in Serbia familiar with the principles and postulates of inclusive education, it is evident that the level of such information is insufficient for the implementation of inclusive practices in schools in Serbia. One of the problems is cadre of professional staff who worked in many aspects related to working with children with disabilities. This problem should be addressed and a clear definition and defining the role of each staff inclusive team among whose members special teacher to take an important place. The aim of our work is: - Analyze the role defectologists-somatopeth in the process of inclusive education, - Perceive attitudes of students towards inclusive education of students with disabilities and to their inclusion in the process of inclusion. Depending on the type and degree of difficulty in the development of each child, the role of defectologists by the multi professional team. Special teacher, a member of the team, directly creates and conducts specific methods, means and forms in the work of one child for a particular type and level of disability according to his abilities and preserved abilities. The results of our study show that among students direction for motor disorders there is a desire for their inclusion in mainstream inclusive process and a clear vision about the role they had in the process. Shaping the professional relationship between professionals of different professions is a long process and requires additional involvement and knowledge but team work and engagement of experts teacher, special teacher, psychologist and teacher implemented in the work team decisions inclusion process can be successful.