Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima

Abstract

Naše društvo u ovom socio-ekonomskom trenutku ne deli inkluziv- ne vrednosti: dominiraju tradicionalni stavovi prema svim različi- tostima a posebno prema osobama sa smetnjama u razvoju. S druge stra- ne, kontekst obrazovne politike se znatno izmenio, usvojen je Zakon o osnovama sistema obrazovanja i vaspitanja – izmene i dopune u kome se uvodi inkluzivno obrazovanje (ZOSOV, 2009). Takođe, usvojena je Strate- gija razvoja obrazovanja u Republici Srbiji do 2020.godine u kojoj se pro- moviše inkluzivno obrazovanje (Vlada Republike Srbije: Ministarstvo prosvete, nauke i tehnološkog razvoja, 2012). Duh inkluzivne škole i kulture treba da se stvara već na univerzitetu,posebno kroz formira- nje bu du ćih struč nja ka za rad sa de com sa smet nja ma u raz vo ju. Gra div ni elementi tog procesa su svi učesnici u obrazovanju i sadržaji ko ji se obrađuju (Arsenović Pavlović, Jolić, Buha- Đurović, 2008). Sve do sa da iz lo že no uka zu je na zna čaj is tra ži va nja i osna ži va- nja sa mo sve sti stu de na ta Fa sper-a i dru gih bu du ćih struč nja ka u po ma- žu ćim pro fe si ja ma, ne sa mo zbog raz voj ne do bro bi ti sa mih stu de na ta, već i da bi bi li ospo so blje ni da raz vi ja ju sa mo svest i sa mo po što va nje de ce u raz vo ju, mla dih i od ra slih u bu du ćem ra du. Raz voj sa mo sve sti i sa mo po što va nja od vi ja se spon ta no ali mo že i si ste mat ski kroz uče nje, či ta nje, raz go vo re, slu ša nje dru gih i sa mih se be i slič no. Zbog to ga, pro fe so ri za po sle ni na fa kul te ti ma na ko ji ma se pri pre ma ju struč- nja ci po ma žu ćih pro fe si ja, pr ven stve no oni ko ji su po obra zo va nju psi ho lo zi, tre ba lo bi da kroz na sta vu pod sti ču osna ži va nje lič no sti stu de na ta i stu dent ki nja, i da na ovu či nje ni cu upo zo ra va ju ko le ge iz uni ver zi tet ske sre di ne.. De ca sa ome te no šću obič no ima ju ni sko sa mo po što va nje još na pred škol skim uz ra sti ma i zbog to ga je po seb no va žno da de fek to lo zi ko ji ra de u pred škol skim i škol skim usta no va ma, kao i na dru gim rad- nim me sti ma,bu du ob u če ni da pri me nju ju raz li či te psi ho lo ške teh ni- ke za pru ža nje po mo ći de ci sa ne ga tiv nim self-kon cep tom i ni skim sa mo po što va njem (me to da iz grad nje ži vot ne pri če, pri me na dram skih ra di o ni ca, de či ja te ra pi ja igrom, ko sti mi ra na te ra pi ja za osnov no- škol ce, raz li či te te mat ske cr te že, art te ra pi j

Self-awareness, self-esteem and self-image are associated in the sociology with the entire life of the individual because the dominant model when we are talking about women is dual role (of presence). Occupations dominated by women are on the lower steps of the ladder of prestige and social status. Women do not value enough their achievements or accomplishments of other women. Women have lower goals and thus they have less confidence in the achievements of other women. Adopted awareness of their inferiority leads to self-loathing, which connects the psychology of marginalized persones. Researchers who are carrying out action research in education are very lonely and marginal group. They constantly warn the state about responsibility and accountability of individuals and groups of individuals for certain actions or behaviors in the school system that lead to decisions that can leave a huge negative consequences in the education system. Standards of life in our country decreases with the sudden reduction of commom consumption and reduction of social prestination. Pauperization of society, proletarianization of teachers and the appearance of meritocracy on University will leave big consequences for the development of science and practice in which research results are applied. It is hard to implement serious reforms in the education system, regardless of the new laws without serious physical and financial investments. Training of children and manipulation of children differ from upbringing. Special education teachers and other professionals involved in rehabilitation and education work should examine the relationship between his political and pedagogical authority. In today’s conditions, the teacher can exploit, harass and humiliate the child and that such behavior takes place in an institution where children are “subjects of factory processing”. New teacher’s roles include new relationships with children, friendship, where children influence the behavior of adults to accept and use the ideas and opinions of the child, also encourages communication among children.It is expected in the coming decade an increasing number of children with whom will work special education teachers. Experts warn that the number of children born with abnormalities is increasing due to fall of standards of life, environmental pollution (15 years cumulative effects of radiation, etc.), later entring into marriage and moving the boundaries of birth and insufficiently precise diagnosis of the fetus. Experts of special education, staff in special schools warn that these schools have more children with moderate mental retardation. On the other hand, there are coming information about appearing a growing number of children in classes so-called “transitional poor”, that social science still have not been classified and named (homeless children and children of homeless persones, who were stratified as: the refugees, the unemployed, Roma returnees and non-displaced and others, whose common characteristic is that they do not have a permanent address of residence, which the assumed number of them is about 900.000). These alarming data should encourage all professionals in the social sciences to introduce in curriculum items, except the general, very specific knowledge, theoretical as well practical. Social crisis make closer social science to ethics and reinforce the need to develop a theory of action, which include researchers and explorers in the field of special education and related social science. Very important and challenging aspects of work with the population who belong to minority groups are: education of special educators, elimination of bias, learning about rights, the elimination of wrong stereotypes and negative attitudes, enhancing self-awareness, positive image and self, developing self appreciation and build democratic attitudes and values that lead to human emancipation rather than degradation. 2. part The educational context has significantly changed in the past decade in the field of education policy (inclusive education was adopted in education legislation). On the other hand, the socio-economic context has changed (general unemployment, a large number of graduates from FASPER in the labor market, unpredictable and dynamic changes in the labor market). The development of the professional role of students of FASPER is a particularly important and significant task. The development of professional roles and identities of students is connected with the development of self-image and self-esteem. САМОСВЕСТ,