Teachers' attitude towards implementation of inclusive education in primary school system in the city of Rijeka

U okviru naslovljenog rada istraživanjem se nastojao dobiti uvid u stavove učitelja prema inkluzji učenika s teškoćama u razvoj u redovitim osnovnoškolskim ustanovama čiji je osnivač Grad Rijeka. U suvremenom društvu koje štiti i promiče temeljna ljudska prava, pravo svakog djeteta na odgoj i obrazovanje, koje afirmira ravnopravne prilike za sve učenike bez obzira na različitost, škola kao odgojno-obrazovna ustanova nužno zagovara i implicira inkluziju te je primjenjuje u svojoj svakodnevnoj praksi. Sukladno postojećoj zakonodavnoj legislativi sve većem broju učenika s teškoćama u razvoju omogućuje se uključivanje u redoviti sustav osnovnoškolskog odgoja i obrazovanja. Međutim, pored zakonodavnog okvira u kojem uvijek ima prostora za unapređenje neophodno je ostvariti i druge preduvjete za kvalitetnu provedbu inkluzivnog obrazovanja. U tom kontekstu iznimno je značajna uloga učitelja koji imaju ključnu i nezamjenjivu ulogu u odgojno-obrazovnom procesu. Njihovi stavovi predstavljaju značajnu komponentu uspješne implementacije inkluzije u kompleksnoj školskoj praksi.With regard to the title of this work, the intention was to get insight into teachers’ attitude on inclusion of students with disabilities into regular primary school institutions whose founder is the City of Rijeka. In contemporary society which guards and promotes fundamental human rights i.e. the right of each child to education and which asserts equal opportunities for all students regardless of the differences, school as an educational institution necessarily promotes and implicates inclusion as it is also applied in everyday practice. In accordance with current national legislation even more students with disabilities are given the opportunity to enroll in regular system of primary education. But, aside to legislative frame which can always be improved it is crucial to fulfill other prerequisites for quality implementation of inclusive education. In that regard, it is extremely significant the role of the teacher who takes 92 a crucial and irreplaceable part in the educational process. Their attitudes represent important component of successful implementation of inclusion in complex school practice