Teachers' attitudes on the inclusion of children with disabilities in the system of regular schools

Inkluzija je proces u kojem se djeca s teškoćama i ona bez teškoća zajedno odgajaju i podučavaju. Ona je i proces koji omogućava da sva djeca s teškoćama sudjeluju u istom programu, rade iste aktivnosti kao djeca bez teškoća te potiče na učenje kroz ravnopravan položaj, samostalno istraživanje, grupnu suradnju, međusobnu igru i socijalni razvoj djeteta. Inkluzija odgovara na sve potrebe djece, neovisno o njihovim međusobnim razlikama te svaku odgojno-obrazovnu ustanovu čini sigurnim i poticajnim okruženjem u kojem se djeca s teškoćama osjećaju dobrodošlo. Važnu ulogu u tom procesu imaju učitelji/ nastavnici i svi koji sudjeluju u procesu inkluzije, te njihov pristup i strategije koje koriste u takvom okruženju. Metode i oblici rada koje koriste moraju biti primjerene mogućnostima svakog djeteta. Cilj ovog istraživanja bio je ispitati stavove učitelja i nastavnika o inkluziji djece s teškoćama u sustav redovnog obrazovanja različitih osnovnih škola u Zadarskoj županiji. Anketnim upitnikom ispitano je 50 učitelja/nastavnika. Rezultati istraživanja su pokazali da se ispitanici koji prepoznaju više problema u inkluzivnoj nastavi zalažu za djelomičnu integraciju, a ispitanici koji su posjedovali veću razinu Moralnog imperativa su zadovoljniji s podrškom stručnog tima škole. Nadalje, ispitanici koji rade kao učitelji razredne nastave, te nastavnici predmeta humanističkog smjera daju više procjene problema u inkluzivnoj nastavi, nego nastavnici prirodoslovnog te društvenog smjera. Ispitanici koji u razrednom odjelu nemaju dijete s teškoćama daju značajno više procjene Moralnog imperativa inkluzije. Međutim, nije moguće izvlačiti nikakve generalne zaključke na osnovi ovog malenog istraživanja koji je uvid u trenutno stanje, te može služiti za daljnja istraživanja za unaprjeđivanje odgojno – obrazovnog rada.Inclusion is a process where children with disabilities and children without disabilities are raised and taught together. It is also a process that enables all children with disabilities to participate in the same programme, to do the same activities and tasks and to encourage learning through equal status, self-study, group work, mutual play and children's social development. Inclusion meets all children's needs regardless of their differences and makes each educational institution a safe and stimulating environment where children with disabilities feel welcomed. Important figures are teachers/ educators and everyone involved in the process of inclusion. Their approach and strategies used in such environment play an important role. Methods and activities they work on must be appropriate to each child's capability. Therefore, there are reforms in many countries which are maintained in order to educate teachers and educators to enhance their competences. The aim of this study was to examine the attitudes of teachers of the inclusion of children with disabilities in the system of regular education of various primary schools in the Zadar County. A questionnaire surveyed 50 teachers. The results of the research have shown that respondents who recognise more problems in inclusive education advocate for partial integration, and respondents who possess a higher level of moral imperative are more satisfied with the support of the school's professional team. Furthermore, respondents who work as classroom teachers and humanitarian education teachers gave more assessment of the problem in inclusive education than natural and social educators. Respondents who do not have a child with a disability in the classroom gave significantly more estimates of the moral imperative of inclusion. However, it is not possible to draw any general conclusions on the basis of this small research which is an insight into the current state of affairs and can serve as a further research to improve the educational work