Uloga, kapaciteti i partnerstvo porodice u inkluzivnoj tranziciji

Abstract

The process of transitioning to school represents a period of change for both the child and their family. This paper examines the roles and capacities of families of children with developmental disabilities and difficulties in the process of inclusive transition, as well as their partnership role with educational institutions. The roles and capacities of the family are viewed as a resource in shaping the child’s transitional experience, while their absence or underutilization is seen as an obstacle to supporting the child. Parental capacities are influenced by personal needs, which are multiple and complex, often relating to informational, emotional, practical, and systemic support. A quality partnership between parents and other stakeholders in educational work also represents an important resource for mutual support and for creating positive conditions for the child’s adaptation and development.