këtu - Qendra për Arsim e Kosovës

in the education of children from vulnerable groups, as well as by the schoolmanagement and psychologist and pedagogue, are organized for all parentswhose children are involved in the inclusive education program. On thesemeetings parents receive important information on all relevant aspects ofteaching, which enables them to participate in decision making related totheir children’s education. Parenting skills also receives support throughparent-teacher conferences, i.e. through understandable and obviousexamples and explanations the parents receive necessary knowledge onbasic characteristics of children’s social and cognitive development. Parentsusually attend such conferences, even when facing objective obstacles, theyfeel equal in them and are much more open than in regular parent-teacherconferences, where they tend to feel stigmatized. In this manner parentstruly become engaged in their children’s education process creation and theybecome partners completely acknowledged by the school.Parents talk about children’s reactions at home and situations which arefavourable or unfavourable for the child. In one word, this exchangeprovides a picture on complete behaviour of the child in all circumstances,both at home and in school. Parents talk to each other, exchange experiencesand share the things that help them overcome difficulties. It occasionallyhappens that a mother bursts into tears during the conversation on problemswhich incites an emphatic reaction in others, encouragement and support.The parents get involved in the design of individual education plans (IEP)because they know their children and their educational needs best. In thecourse of these parent-teacher conferences small IEP design teams areformed and their members are typically a lower grades teacher, parent, andpsychologist/ pedagogue, or an upper grades teacher, parent andpsychologist/pedagogue. Since the parent is a mandatory team member theyprovide comments to learning or behaviour-related achievements whichwere the focus of the previous efforts, with a special overview of theactivities which contributed to the positive changes. If the desired changehas not been achieved, the past interfering and aggravating circumstancesare analyzed and procedures for overcoming them are proposed.Such parent-teacher conferences have to be well prepared and facilitated bythe members of the school inclusion team. The meetings are alwaysinteractive, they have a pleasant, relaxed atmosphere and a partnership withequal exchange has been created. If it happens that one of the parents isunable to clearly express their thoughts, they are supported and encouraged.When we introduce them to a new idea, method or approach which will beused in working with children, we explain in detail how something is79