STUDENT TEACHERS´ ATTITUDES TOWARDS THE INCLUSION OF CHILDREN WITH SPECIAL NEEDS

Inkluzija djece s posebnim potrebama jedna je od temeljnih pretpostavki suvremenog odgoja i obrazovanja. Svakodnevni rad učitelja i nastavnika uključuje prilagodbu sadržaja, metoda i oblika rada prema sposobnostima učenika s posebnim potrebama. Kako bi u tome uspjeli, studenti nastavničkih studija trebali bi nakon studija posjedovati vještine i sposobnosti za rad djecom s posebnim odgojno-obrazovnim potrebama, što podrazumijeva da moraju imati i pozitivne stavove prema inkluziji takve djece. Ovim se istraživanjem u sklopu diplomskog rada želio ispitati utjecaj spola, dobi, razine studija i pohađanja kolegija o posebnim potrebama na samoprocjenu stavova studenata nastavničkih studija prema inkluziji učenika s posebnim potrebama. Istraživanje je pokazalo da se oni studenti koji su pohađali kolegij o posebnim potrebama osjećaju spremniji za rad s tim učenicima. Štoviše, oni studenti koji su pohađali kolegij o posebnim potrebama procijenili su se spremnijima na sudjelovanje i kompetentnijima za rad u socijalnoj inkluziji.Social inclusion is one of the foundations of contemporary education. Everyday work of educators and teachers includes adaptation of content, methods and methodology of educational work towards the abilities of students with special educational needs. To do it, future teachers have to have skills and capabilities to work with children with special educational needs. Therefore, they have to have positive attitudes towards social inclusion. With this research we wanted to examine the influence of preservice teachers' gender, age, level of education and attendance of subject dealing with special needs toward the inclusion of students with special needs. The research showed that students who attended a subject dealing with special needs felt more ready to work with those students. Moreover, students who attended the subject were more ready to participate and more competent to work in social inclusion