engleski

Identification of preschoolers suspected on disabilities : potentials and barriers

Inclusive education has become pedagogical imperative. Engagement of children with disabilities is perceived as their fuundamental right, and preschool teachers have an obligation to respond adequate on children's needs. Further, researchers have shown that early identification and early intervention have positive long-term outcomes, which makes preschool education even more important. An insight into pedagogical reality reveals a oresence of problems in cases where children don't have formally assessed disabilities, yet do not have "the tools" to confirm or dismiss such suspicions. Problems emerge within communication with a child's parents, unavailability and/or absence of social support services for parents, as well as absence of pedagogical instruments which preschool teachers could use for identification of children's needs, and designing developmental profiles according to reality. Therefore, this paper represents and attempt of discussing present problems in field. Also, possible solutions regarding this issue will be argured in this paper.

early education ; early intervention ; preschool teachers ; pedagogical assessment

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