Özet:

Integration/inclusion of disabled children, young adults and adults in society has become a key feature of discussions about the development of education policy and practice around the world. There is the consensus about benefits which are gained from integration/inclusion of disabled young people in to the society. Therefore in almost all developed countries a remarkable support is offered to schools and teachers to achieve positive attitudes towards integration/inclusion of people with special needs in to the education. This support, so excellent functioning in school system, seem to fail, when young people with special needs should enter in to real life – when they should enter the labour market and begin to live self-dependently as far as the limit of their special need it allows. Disabled young people need special support on the border between school and their working place; they need an inclusive environment, which accepts them on their new working place. And this is often a problem. The creating of inclusive environments is no simple process. In the proposed model, presented in the paper, a key element of this process are the parents who are most motivated for success and have the best conditions and opportunities (time and closeness) but don’t have enough necessary tools and knowledge to use their potentials and advantages. In our paper we will point out how to include parents in the process of integration of their disabled children in to the labour market. 

Anahtar Kelimeler: