Izvorni znanstveni članak
Parental concept of tolerance - application in child upbringing and in collaboration with teachers
Rea Fulgosi Masnjak
; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Odsjek za inkluzivnu edukaciju i rehabilitaciju, Zagreb, Hrvatska
Ljiljana Igrić
; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Odsjek za inkluzivnu edukaciju i rehabilitaciju, Zagreb, Hrvatska
Natalija Lisak
; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Odsjek za inkluzivnu edukaciju i rehabilitaciju, Zagreb, Hrvatska
Sažetak
The Croatian education strategy is aimed toward the development of inclusive school. Inclusive school ensures full participation of all students in academic and social activities. One of the main features of inclusive school is the sense of belongings and acceptance of all students. Peer support as well as the support of other members of the school community and parents, contributes the inclusive culture in school. In order to make parents active participants in the development of inclusive schools it is necessary to explore some of their competences. The aim of this study was to gain an insight into parent’s perception of tolerance and acceptance, how much do they know their own children, what kind of educational approach they use, how do they recognize and support their own child’s effective interactions and how do they perceive their own competence and teachers competence for collaboration. Data were collected through focus group and analyzed qualitatively by using NVivo program. Participants were mothers or fathers of regular primary school students, N=8. Five of them were parents of typical students, while three were parents of children with disabilities. During the three months period of intervention program with students, their parents were participating in focus groups. Obtained results showed that parents emphasize the importance of communication with their own child but their upbringing skills are not always a good behavior model. Their active contribution in facilitating their own child’s school interaction is often questionable. Although, the inclusive school is the aim of the Croatian educational system, not enough attention is paid toward parents’ empowerment in collaboration with school. Through the focus group approach emphasizing parents’ awareness about
own competences and their contribution to active role in the inclusive culture of school was accomplished.
Ključne riječi
parental competencies; collaborative relationships; classroom
Hrčak ID:
109110
URI
Datum izdavanja:
4.11.2013.
Posjeta: 3.020 *