Teachers Forum
January, 2000

an interview with Katica Dukovska Muratovska
in the former Yugoslav Republic of Macedonia
conducted by Milka Ivanovska

Question: Which methods of work have you been using in the learning process having in consideration the fact that in your class there are two pupils with disabilities?

Answer: Our class has been incorporated in the "Interactive learning" project which is in many respects different from traditional learning. The pupils do not sit two by two, one behind another, but they sit in a circle and are divided into groups with different knowledge level. Each new unit has been processed according to individual interest, previous knowledge and desire and everyone gives its own greatest contribution in the subject that suits one. Thus everyone gains as much knowledge as are intellectually capable. The most important thing is that no child is being separated during the learning process with an aim to employ a different method of work. Those who quickly finish their tasks help their friends who have got difficulties in learning the new material, and the teacher is the one that creates such an atmosphere so that they feel equal.

Q: This kind of learning is highly individualised. How suitable it is for pupils with disabilities?

A: The first results can be noticed in the way of walking, sitting, eating, playing and even speaking with children with disabilities. They make attempts to imitate their friends without disabilities. As far as the learning of the curriculum is concerned, I am more than satisfied, because so far I have managed to teach four pupils to read, write, add and subtract. This is a great success for children with moderate/severe disabilities.

Q: What is the mutual relationship between pupils in a class of this kind?

A: Children are much more human and more honest than adults. During four years they have not asked such questions as, "What is the matter with my friend?" or "Why is he behaving like this?" We have not had a case of a child unwilling to play. When a friend with disabilities has to be given a mark, there is absolute silence in the classroom, and after his answer there is an applause. The happiness of success is being shared by everyone. Friends do not differ in anything. They go together to the swimming pool, on excursions, parties and birthdays. But I can quite freely say that in the classes where there are no children with disabilities, the children behave differently. Sometimes they are being laughed at, pushed aside and looked at. Fortunately there is an immediate reaction from the pupils from the classes where there are such children and they defend their friends.

Q: What is the cooperation with the families of these children and the parents of the rest of the pupils in the class?

A: This is a very significant question, because it is very important that all parents accept the children. At the beginning of the first grade when parents notice a child with a disability most of them keep their distance, with such remarks as, "Why should my child sit next to a such pupil?" or "he will disturb my child during classes". Fortunately these reactions last for only a month or two. When the parents realize that their children have accepted such friends, they begin to help them as well. They help them get dressed, pack their bags and take them home. The parents of the other children want me to hold a parental meeting on which I will explain what kind of disability is in question. I do not do this because I think that each child has its own problems. I can conclude freely that within a short period of time both the children and parents adjust, the class functions perfectly, and the children with disabilities become the most loved ones in the class.

The project "Inclusion of Children with Disabilities into Mainstream Education" enables children to get closer to children with disabilities, to became a part of their life and to develop human relationships, which is very important for our country, which is in transition, where different human relationships need to be established. It would be good if this project existed in every school in TFYR Macedonia, so that all (parents, teachers and children) could work on this part of everyday life, to help these children overcome all obstacles in life, and not to be left only to their families and special schools for them.

Would you like to read other interviews with practising teachers?