COMMUNICATION WITH PARENTS OF CHILDREN WITH SPECIAL NEEDS WHO HAVE DIFFICULTY ACHIEVING OR ARE UNABLE TO ACHIEVE THE MINIMUM GOALS IN REGULAR PRIMARY SCHOOL / KOMUNIKACIJA S STARŠI OTROK S POSEBNIMI POTREBAMI, KI LE S TEŽAVO DOSEGAJO ALI PA MINIMALNIH CILJEV V REDNI OSNOVNI ŠOLI NE ZMOREJO DOSEGATI

Magdalena Tehovnik

Abstract


Good verbal and non-verbal communication is of paramount importance for maintaining and building relationships. However, educators need to be as much as possible attentive when talking to parents of children with learning difficulties to such an extent that they will not be able to complete the regular program. A teacher for children with special needs and a teacher who talk with parents about pupil’s problems and new opportunities in a program with a lower educational standard must have a high level of empathy. They need to be aware that these are injured parents and they need to be able to decide when an individual parent is ready for such information. Most importantly, parents have to feel that we really only want the best for the child and them. In this case, they will be ready for re-education sooner and the child will have fewer unnecessary negative experiences.

Dobra verbalna in neverbalna komunikacija je za vzdrževanje in gradnjo odnosov izrednega pomena. Z vzporedno držo telesa in očesnim kontaktom sočutno komuniciramo z vsemi starši. Pri pogovoru s starši otrok s težavami pri učenju v takšni meri, da rednega programa ne bodo zmogli, pa morajo biti še toliko bolj čuteči. Specialni pedagog in učitelj, ki staršem predstavita težave in nove možnosti na programu z nižjim izobrazbenim standardom, morata imeti veliko mero sposobnosti vživljanja. Zavedati se morata, da so to ranjeni starši in znati morata presoditi, kdaj je posamezen starš pripravljen na kakšno informacijo. Najpomembneje je, da starši čutijo, da resnično želimo otroku in njim le najboljše. Čutiti morajo našo pomoč. V tem primeru bodo na prešolanje pripravljeni prej in otrok bo tako imel manj nepotrebnih negativnih izkušenj.

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Keywords


regular primary school, minimum standards, parents of children with learning difficulties, re-education, program with a lower educational standard / redna osnovna šola, minimalni standardi, starši otrok s težavami pri učenju, prešolanje, program z nižjim

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References


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Kalin, J., Resman, M., Šteh, B., Mrvar, P., Govekar-Okoliš, M. in Mažgon, J. (2009). Izzivi in smernice kakovostnega sodelovanja med šolo in starši. Ljubljana: Znanstvena založba Filozofske fakultete Univerze v Ljubljani.

Lepičnik Vodopivec, J. (2012). Teorija in praksa sodelovanja s starši. Ljubljana: Pedagoška fakulteta.




DOI: http://dx.doi.org/10.46827/ejse.v7i3.3927

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