Positive Psychology Enviroment for children and adolescents with disabilities

In collaboration with local community, our main aim in this paper was to identify presence of discrimination toward disabled children and adolescents and to raise awareness against this kind of discrimination. The theoretical frame of this paper was grounded in positive psychology programs and social ecology theory. The paper consists of two parts. The main aim of the first part of the paper was to identify attitudes of students for discrimination towards disabled people. After we gain results from the first part of the study, based on School-wide Positive Behaviour Support project (Allen & Hill 2011), we modified and created psycho educative workshops for secondary school students and for students at Faculty of Educational Science. We believe that building positive psychology environment and “flourishing schools” will be one of the prospective ways in order to create inclusive education environment. According to the student’s opinion, based on results in this survey, we can conclude that there are elements of separation in society in which students live and study (64 %); students have not felt different than the others or that they haven’t belong to that group (66 %); they have recognized different behaviour towards people with disabilities (20 %); but personally, they have never experienced different behaviour toward somebody on base of differences (83 %). We agree that psycho-educative workshops that we conducted could be effective way to raise awareness against discrimination toward people with disabilities. Through psycho-educative workshops we emphasized importance of service learning and involvement of community in creation of equal access for children and adolescent with disabilities. Keywords: equal access; children and adolescents; disabilities; positive psychology