With the birth of a child, parents are also born. Parents and children develop, grow, learn and make mistakes together. There is no manual to indicate whether parents are making mistakes in raising another being, nor is there a reward when they do something well. It is a subjective assessment of how good a parent someone is, mistakes in upbringing are often overlooked or it turns out that situations that seemed wrong and unsuccessful resulted in a positive outcome. Questioning the correctness of raising one's own child is a daily routine for parents. However, what happens when hearing parents have a hearing-impaired child? How do they adapt, with the added pressure of how to deal with the new situation and how to raise a child who will understand them and who they will fully understand? Of course, there are differences in raising a deaf child depending on the fact if parents are hearing or deaf, but both are guided by their natural instincts in order to achieve the best possible communication with their own child. According to one definition, communication is the ability to share values, beliefs and feelings. We can communicate verbally and non-verbally. Verbal communication refers to speech, and non-verbal communication refers to visual interaction. The aim of this research was to examine the hearing parents of hearing-impaired children about the challenges they face the most when it comes to communication with their own children and how they solve the issues. The research results showed that hearing parents of deaf children communicate with the child at an early age. However, with all the efforts they make while their child grows up, there is one significant part of the child’s personality that won’t develop properly due to missing verbal communication. For the same reason, there is a distance in mutual communication that cannot be overcome even with the unconditional love they provide. From all of the above, the conclusion emerges that it is necessary to work on the education of hearing parents of deaf children with adequate forms of communication.

The inclusion of children with developmental disabilities in the regular educational system is a process that is being developed and perfected. Accepting diversity and understanding the difference cannot be changed in a short time. It is an ongoing process, and it takes a lot of effort and time to achieve good results. When all actors of the inclusive process have similar views on inclusion, then we will be able to talk about acceptance, understanding and its successful implementation. Informing and educating students, teachers, and parents of children without disabilities is a good basis for developing inclusion and an inclusive society. Within the project "Educational - rehabilitation support for children with disabilities in inclusion", members of the Association for Support of Children with Developmental Disabilities "LALA" carried out workshops and lectures for students, parents and teachers. The goal of the project was to provide support to children with developmental disabilities, parents of children with developmental disabilities, as well as teachers in order to make the educational process as successful as possible for all actors of the inclusive process. After the workshops and lectures, we examined the views of parents of children with developmental disabilities and educators about inclusion and the challenges they most often face. The results of the research showed that both sides share the opinion that it is necessary to permanently work on information, education and communication between all actors of the inclusive process of upbringing and education with the aim of building an inclusive society.

Inclusive education is increasingly becoming a dominating paradigm of the educational system in Bosnia and Herzegovina. However, although supported by positive legislature, there are still numerous obstacles to inclusion. The goal of the present study was to examine the attitudes of regular education teachers towards inclusive education, more specifically towards obstacles to successful inclusion. The sample consisted of 200 elementary school teachers from two cantons in Bosnia and Herzegovina. The greatest obstacle for inclusion as perceived by the teachers was the lack of professionals trained to work with children with special educational needs in regular schools. It is of utmost importance to support regular education teachers in their efforts to support all students in their classes. This calls for a more meaningful and thorough reformation of regular schools. Inkliuzinis ugdymas tampa vis labiau dominuojancia Bosnijos ir Hercegovinos ugdymo sistemos paradigma. Nepaisant to, kad sią paradigmą remia įstatymai, vis dar yra nemažai kliūcių, trukdancių įgyvendinti inkliuzinį ugdymą. Sio tyrimo tikslas – isanalizuoti bendrojo lavinimo mokyklų mokytojų požiūrį į inkliuzinį ugdymą, ypac atkreipiant dėmesį į tai, kas trukdo sėkmingai įgyvendinti sį ugdymo metodą. Tyrimo imtį sudarė 200 bendrojo lavinimo mokyklų mokytojų is dviejų Bosnijos ir Hercegovinos kantonų. Mokytojų nuomone, didžiausia inkliuzinio ugdymo įgyvendinimo kliūtis yra parengtų specialistų, kurie dirbtų su specialiųjų ugdymosi poreikių turinciais vaikais bendrojo lavinimo mokykloje, trūkumas. Labai svarbu teikti paramą tiems bendrojo lavinimo mokyklų mokytojams, kurie per pamokas stengiasi padėti visiems mokiniams. Si situacija suaktualina poreikį įgyvendinti prasmingesne ir nuodugnesne bendrojo lavinimo mokyklų reformą.

Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the present study was to assess parents and special education teachers’ (SET) perceptions about the quality of educational supports for students with ASD in Canton Sarajevo, Bosnia and Herzegovina. The sample for this study comprised 150 parents and 52 SET. We asked parents and SET about their opinions on the quality of educational support for children with ASD. The results of this study showed different perceptions that SET and parents have about the educational supports for children with ASD. High-quality, evidence-based supports and services need to become a common-place for children with autism in various educational settings. Parents need to be trained as co-therapists and work together with SET in improving the educational outcomes of children with ASD.

Aim: The goal of this study was to examine the general satisfaction of mothers of children with autism spectrum disorder (ASD) with treatment opportunities for their children in Bosnia and Herzegovina. An additional goal was to assess the level of mothers’ satisfaction with their own involvement in the creation and implementation of Individual Education Plans. Methods: The sample consisted of 98 mothers of children with ASD. Mothers answered to questions related to their perceived satisfaction with treatment options. Results: The results of this study indicated that mothers are generally satisfied with educational opportunities for their children (61.2%). However, their satisfaction with involvement in the creation and implementation of Individual Education Programs was much lower (35.7%). Most comments of the mothers were that the treatment options should be more widely available and that the educational programs could be improved. Conclusions: Parents of children with ASD should have more information on the treatment options available for their children. More educational opportunities need to be offered to children with ASD in Bosnia and Herzegovina.