COOPERATION BETWEEN EDUCATORS AND PARENTS OF CHILDREN WITH MENTAL DISABILITIES IN THE TRANSITIONAL PRESCHOOL INSTITUTION-SCHOOL PERIOD

Abstract

The cooperation of parents of children with mental disabilities with a preschool institution in the circumstances of social inclusion represents a multi-dimensional process which focuses on a two-way communication that should be founded on mutual trust. This paper aims at determining the differences in the respective opinions of educators and parents about the nature of the aforementioned cooperation with regard to the following dimensions: (a) exchange of reports on the child’s activities in the traditional period designated; (b) activities of parents in the preschool institution; and (c) activities of parents within the family. The sample featured 93 respondents, of whom 51 were those employed with preschool institutions in the Republic of Serbia and 42 parents of children with mental disabilities. The quality of cooperation was tested  by means of the Family Involvement Questionnaire (Fantuzzo et al., 2000), adjusted to fulfil the requirements of this survey. By analysing the results gained and the sources available, one can conclude that this cooperation is a complex process that ask for the patience of all actors involved, with a view to providing benefits and welfare for every single child. In that respect, the results point to the fact that there are statistically significant differences as regards the respective answers of educators and parents. Given the above, a conclusion can be drawn that the cooperation in question may be improved through a series of planned actions, by means of which the transition from a preschool institution to school would make no stressful situation for any child.