INCLUSION OF CHILDREN WITH DEVELOPMENTAL DISORDERS IN DAY CARE INSTITUTION ESTREA MARA IN BITOLA

• Main Authors: M. SOTIROVSKA-SIRVINI, Lj. NAUMOVSKA, V. RAZMOVSKA, V. VOJNOVSKA
• Format: Article
• Language: English
• Published: Faculty of Philosophy, Institute of Special Education and Rehabilitation 1997-09-01
• Series: Journal of Special Education and Rehabilitation
• Online Access: http://jser.fzf.ukim.edu.mk/pdf/1997-3/10-SOT~1.pdf

The Day Care Institutions for children are forms of organized protection for improvement of the psycho-physical, emotional and social development of children. In this period, the growth and development are in their most intensive phase when the outside influence plays an extraordinary role both in a positive and in negative a direction. Directed and well-organized protection is of a great importance. By inclusion of children with developmental disorders in the group and with special, individual treatment of each child by adequate specialized staff, their socialization and stimulus for developmental acceleration is achieved.Many years ago, by recommendation of the Advisory Institution for Development, the doctors from the Advisory Institution for small children, the public-health nurses or by the parents initiative, the kindergartens accept children with Down syndrome, children with limited and lower level backwardness, with disharmonious development, with lower level forms of cerebral paralysis and with speech disorders.Children at the earliest age of one month are resided at the Advisory Institu­­tion for Development and receive treatment until they are categorized and are ready to start school, but certain children are sent to the kindergartens at the age of 3.In the previous years, out of five children with Down syndrome treated in the Advisory Institution for Development, four were sent to the kindergarten. Now, one of these children attends the fifth grade and two attend the first grade in a regular elementary school and one attends the special school. Three children with Spastic dyplegia, four children with lower level of retardation, two with surdomutitas and four with disharmonious development are still in the kindergarten.