Współpraca nauczycieli szkoły podstawowej ogólnodostępnej z rodzicami uczniów ze spektrum zaburzeń autystycznych w edukacji
Parent-teacher Collaboration for Students with Autism Spectrum Disorder in Inclusive Education

Summary/Abstract: The article concerns children with autism spectrum disorder (ASD) who attend mainstream school as part of inclusive education, and discusses the role of parent-teacher collaboration. ASD is a highly heterogeneous disorder with symptoms manifested differently across subgroups of children. Symptoms may vary from milder forms, in- cluding high-functioning autism, to severe autism spectrum disor- ders, where the affected children do not speak. The article describes behavioral patterns of children with ASD, including the triad of impairment: impaired communication, impaired social interactions, and restricted, repetitive patterns of behaviors or interests. Inclusive education requires parent-teacher collaboration based on shared goals and community values, which results in good partnership, mutual help and information exchange. Parents know very well the reactions and specific problems of their children, while teachers can provide professional assistance in solving complex educational problems re- sulting from the unique, individual needs of a child. Because of that, parent-teacher collaboration is crucial for successful and effective in- clusive education.

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