Stavovi odgojitelja i učitelja o provedbi inkluzije u redovitim predškolskim ustanovama i osnovnim školama
Attitudes of educators and teachers regarding the implementation of inclusion in regular preschools and primary schools

Summary/Abstract: The fundamental commitment in a preschool and primary school system, in order to realize the rights of children with disabilities, involves continuous efforts in improving and enhancing the quality of the educational process and the rehabilitation of children with disabilities. Numerous studies have shown that the competencies of educators and teachers are the fundamental predictors of the quality of education. Despite the clear need for professionalization of preschool educators, primary school teachers and other educational personnel in education, it is obvious that such a professionalization remains a constant challenge. Therefore, this paper examines the attitudes of teachers and educators regarding inclusive education and the application of inclusion in a regular preschool system and a regular primary school system. The study was conducted on a sample of 303 respondents (171 teachers in mainstream primary schools and 132 preschool teachers in regular preschools). The results obtained through this study reveal statistically significant differences between preschool educators and primary school teachers in terms of their attitudes about the inclusion of children with disabilities in the regular education system. The primary school teachers perceive the inclusion of children with disabilities in a regular education system significantly differently than the preschool educators do, and the resulting differences are reflected in the perception of professional competence in working with children with disabilities.

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