Teachers' role in creating an inclusive atmosphere in the classroom

U ovom radu opisan je odnos učitelja prema učenicima s teškoćama u razvoju te na koji način učitelj može provesti inkluziju u razredu bez obzira o djetetovoj vrsti teškoća. Također opisano je kakve sve kompetencije, vještine i znanja treba imati učitelj za provedbu uspješne inkluzije u razredu. Provedeno je i istraživanje u kojem je cilj bio ispitati kompetencije učitelja za rad s učenikom s teškoćama u razvoju te utvrditi moguće razlike u kompetencijama između učitelja i nastavnika. Istraživanje je provedeno tijekom 2018./2019. akademske godine među učiteljima i nastavnicima u dvije osnovne škole. U istraživanju je sudjelovalo 35 učitelja i 35 nastavnika. Rezultati su pokazali da se učitelji samoprocjenjuju kompetentnijma za rad s učenikom s teškoćama u razvoju i ocjenjuju se višim ocjenama nego nastavnici.This work describes the relationship between teachers and pupils with disabilities and in which way the teacher can bring inclusion to the class no matter which disability is in question. Furthermore, it is described which competence, skills and knowledge teacher should have for implementation successful inclusion in the class. Also, the research was conducted and its main aim was to question teachers’ competence for work with pupils with disabilities and to determine possible differences in competence between primary education teachers and subject teachers. The research was conducted during 2018/2019 school year in two elementary schools. In this research there were 35 participants that are primary education teachers and 35 participants that are subject teachers. Research results have shown that primary education teachers consider themselves competent for working with pupils with disabilities and they assess themselves with higher grades than subject teachers do