SENZITIVE COMUNICATION WITH CHILDREN WITH MODERATE INTELLECTUAL DISABILITY TROUGH THE EMOTIONAL-EXPRESIVE PRINCIPLES OF THE ICDP PROGRAME Нергис РАМО АКЃУН,

Во работата со учениците со посебни образовни потреби с¡ повеќе се истакнува потребата од сензитивност во комуникацијата со нив. Размената на емоции помеѓу детето и дефектологот, како и начинот на кој дефектологот одговара на истите се клучни за понатамошниот развој на емоциите кај детето. Токму затоа, целта на нашето истражување беше да ја утврдиме потребата од примена на посензитивна комуникација во работата со учениците со умерена интелектуална попреченост, следејќи ги емотивно-експресивните принципи на ICDP програмата. Согласно со поставената цел, предмет на ова истражување беше да добиеме сознанија за нивото на сензитивното комуницирање во нашиот посебен образовен систем, преку самопроцена на дефектолозите, како и процена од страна на родителите и учениците со умерена интелектуална попреченост. Примерокот беше составен од три групи: дефектолози, родители и ученици со умерена интелектуална попреченост. Секоја група беше составена од дваесет испитаници, со вкупен број 60. Статистичката обработка на податоците од While working with pupils with special educational needs, the necessity of compassion while communicating with them is more obvious. The exchange of emotions between the child and the special educator, as well as the way the special educator responds to them, is fundamental for the further development of their feelings. For this reason, the goal of our research was to confirm the necessity of more sensitive communication while working with pupils with moderate intellectual disability following the emotional-expressive principles of the ICDP program. According to the defined goal, the subject of this research was to gather information regarding the level of sensitive communication in our special educational system, trough special educators' selfevaluation procedure and evaluation of pupils with moderate intellectual disability and their parents. The representative sample was consisted of three groups: special educators, pupils with moderate intellectual disability and their parents. Every group was consisted of twenty examinees or in total the research included 60 participants. The statistical data

processing was achieved via tables, graphics and with determination of the R X C Exact Contingency Table .The research results showed strong statistically significant difference in the answers provided by the three groups of examinees.Based on the results, the main conclusion is that during the educational activities in the special educational system, the pupils with moderate intellectual disability have needs for greater sensitivity in the communication and interaction with their special educators.

Слика 1. До која мера им се покажуваат позитивни чувства на учениците со умерена интелектуална попреченост
From the data in Table 1 and the graphical preview, we can notice strong statistically significant difference in the answers.While high percentage of special educators has positive opinion regarding expressing encouraging emotions to pupils, the parents are on average satisfied by them.The pupils with moderate intellectual disability are mostly "average" satisfied.Despite that, encouraging is the fact that 35% of them consider that the special educators express love towards them in "high level", but discouraging is the fact that 15% of the pupils think that their "teacher" doesn't love them.
While considering the level of positive contact established between the special educators and the pupils with moderate intellectual disabilities, we can notice strong statistically significant difference in their answers.The highest percentage of special educators is valuating themselves positively.50% of them answered "high level" and 40% chose "extremely high level".Parents are divided by their opinion but most of them answered "average".The highest difference can be noticed in pupils' response, 25% chose the answer "low level" and 40% answered "average".Only 30% of pupils with moderate intellectual disability are satisfied by the positive relationship with their special educators.Податоците внесени во Слика 5, повторно ни укажуваат на силна статистички значајна разлика помеѓу одговорите на трите групи испитаници.Најголемиот број дефектолози избрале позитивен одговор.Родителите имаат поделени ставови, но сепак половина од нив избрале "просечно".Учениците, слично како и нивните родители, се поделени во одговорите, 45% од нив избрале "просечно".The data in Figure 5 once more shows strong statistically significant difference between the answers of the three respondent groups.The highest number of the special educators have chosen positive answer.Parents were divided by opinion; however half of them chose "average" as an answer.Pupils, similarly to their parents, are divided by their answers with 45% of them choosing "average" as an answer.with the pupils with moderate intellectual disability, we can notice strong statistically significant difference in the answers of the three respondent groups.

Заклучок Conclusion
Based on their answers, the special educators are generally satisfied from their work-results.Most common choices of answer during the self-evaluation were "high level" and "extremely high level".The parents mostly chose "average".However, it is not confirmed whether this answer appears as a result of their average level of satisfaction with the special educators' work or the lack of familiarization with their work.
The pupils with moderate intellectual disability were constantly not satisfied from the way a sensitive communication is established between them and the special educators.
The ICDP Program is intended to create more sensitive communication and interaction with the children included in the educational system.
Having in mind that children with intellectual disability have higher needs for emotional exchange with the environment, we can understand the importance of this program in the special educational system.

Figure 1 .
Figure 1.To which level the Special educators are showing positive emotions to pupils with moderate intellectual disability.

Figure 3 .
Figure 3.To which level the interests of the pupils with moderate intellectual disability are observed.

Figure 4 .
Figure 4. To which level is achived a contract with pupils with moderate disability.

Figure 5 .
Figure 5. How much the children with moderate intellectual disability are admired.

Table 1 .
To which level the Special Educators are showing positive emotions to pupils with moderate intellectual disability.