CHILDREN WITH SPECIAL

NEEDS
 Children with special needs

 temporary or permanent bigger imbalances, which are reflected in the

child's acceleration or retardation in the development

 potential - child exposed to risk factors

 a transient - child experiencing stressful life events or a child prevalent in
disagreement between opportunities and needs
 permanent - a child whose developmental irregularities are not timely
sighted and treated

 children with reduced intellectual abilities, autistic, blind and visually

impaired children, deaf children, children with motor, chornic or
behavioral disorders
 attention disorder and children with disabilities, specific learning
difficulties

 gifted children
 Integration

 provide the pupil with special needs with appropriate education in

accordance with their individual abilities and needs

 socially ethical - integration is set out as a right and not an advantage

 legal - implies a guarantee of free state education for all
 psychological-educational - the center places wider social integration

 full integration is aimed at social inclusion

 partial integration
 Inclusion

 inclusion is superior to the concept of integration because it implies a

comprehensive inclusion of people with special needs not only in the
education system but in everyday life

 through inclusive education the child is developing social attitudes,

values and abilities, the child is not isolated from peers and gains
greater self-esteem
 peers learn about differences and adopt social skills at a different level
 teachers and educators have greater competencies because they must
find new ways of teaching that are useful to all children

 good partnership between the school, parents and society helps to

develop the inclusive process
 Education of children with special needs

 coordinators - in charge of an inclusive pedagogical approach to

children with special educational needs and keeping track of the
achievements of each child

 in the Republic of Croatia education for children with special needs is

organized under special conditions and programs based on degree of
child developmental difficulties

 one of the fundamental human psychological needs is the need for

competence, if we do not allow our children, we abolish their basic right
of equality
 Conclusion

 teacher - a person who should be a model for children, support parents,

and example of the rest of society

 the system needs to be tailored to an individual, but if that is not possible, it

should strive for the best and do everything in our power to break through
today's system

 the role of the teacher - to enable children to participate in the various

interactions that achieve and encourage the meaningful and appreciative
communication of all participants

 inclusive teachers with children are getting a warm and caring attitude in
which they show that they respect them

 with each child, they realize communication that matches their emotional,
social, physical, and cognitive abilities