TEACHER - STUDENT COMMUNICATION AND PSYCHOLOGICAL SUPPORT IN INCLUSIVE EDUCATION FOR SENSORY IMPAIRMENT

Communication represents one of the key prerequisites for successful implementation of inclusive teaching and an important factor of educational and social inclusion of students with sensory impairments. The subject of this study is the analysis of communication characteristics between teachers and students with visual and hearing impairments in mainstream primary schools. The aim of the study was to determine how students with sensory impairments evaluate the quality of communication with their teachers and to what extent communication practices in teaching are adapted to their educational needs. The research was conducted on a sample of 69 students with sensory impairments attending mainstream schools in the Republic of Serbia. Data were collected through a survey and systematic classroom observation. The findings indicate that students generally perceive communication with teachers as positive and supportive; however, certain difficulties related to understanding instructional content, accessibility of information, and adaptation of communication practices to specific sensory impairments were identified. The results further suggest that the quality of communication largely depends on teachers’ competencies, the application of individualized approaches, and the use of appropriate teaching resources. It can be concluded that improving communication between teachers and students with sensory impairments is an important prerequisite for enhancing the quality of inclusive education and ensuring students’ full participation in the teaching process.