Nastavnik u susretu sa zahtjevima prakse odgojno-obrazovne inkluzije
Teacher Facing Requests of the Educational Inclusion Practice

Summary/Abstract: Most teachers believe that they are not educated properly for the work with students with special needs. Frequently they express their need for additional training within proper working methodology in order to achieve knowledge and skills which will improve their professional work. Some of them feel educated enough, but express their displeasure for not being recognized as experts, in other words their professional development and individual initiative; efforts and improvement are not validated in adequate way. Half of interviewed teachers believe that children with special needs should be included in regular classrooms. The other half of interviewed teachers believes that inclusion of children with special needs in regular classrooms can not give good results. Although teachers are pleased with the quality of their cooperation with other teachers, the impression is that they operate more as individuals, one besides the other, and less as a team. Quality of teacher/parents cooperation is crucial for work with students with special needs to be successful.

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