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

Authors

  • Magdalena Tehovnik Special Education Teacher, Elementary School Preserje near Radomlje, Slovenia

DOI:

https://doi.org/10.46827/ejse.v7i3.3927

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

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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Author Biography

  • Magdalena Tehovnik, Special Education Teacher, Elementary School Preserje near Radomlje, Slovenia
    Magdalena Tehovnik completed her studies in special education. As a professor of special education, she first gained experience at lower educational standards in education, and for ten years she has been working as a special pedagogue at a regular primary school in Preserje near Radomlje. At Glasser Quality School, employees emphasize the relationship between all those involved in the process of upbringing and education, taking into accounts the theory of choice and connecting habits. In this environment, employees are therefore even more in favor of the way they work with students, which they introduce in the counseling service, as they contribute to the better well-being of students at school and thus also to better overall results.

References

Intihar, D., Kepec, M. (2002). Partnerstvo med šolo in domom. Ljubljana: Zavod Republike Slovenije za šolstvo.

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.

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Published

2021-09-11

Issue

Vol. 7 No. 3 (2021)

Section

Articles

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