Researching attitudes of teachers and associates about inclusive education

Na Unescovoj Svjetskoj konferenciji o posebnim odgojno obrazovnim potrebama održanoj 1994.godine u Španjolskoj usvojena je izjava i okvir za akciju kojima se promiče pravo svakog djeteta da, bez obzira na njegovo fizičko, intelektualno, emocionalno, socijalno, jezično ili drugo stanje, bude uključeno u redovni obrazovni sustav. Prema tome, to osim djece s teškoćama i nadarene djece, podrazumijeva djecu s ulice, djecu koja rade, djecu iz udaljenih krajeva i iz nomadskih populacija, djecu iz jezičnih, etničkih ili religijskih manjina i djecu iz drugih područja ili grupa koja su u nepovoljnom položaju ili su marginalizirani sukladno „Konvenciji o pravima djeteta iz 1994“. Unatoč tome što su brojna djeca s teškoćama već niz godina uključena u redovni odgojnoobrazovni sustav, iskustva stručnjaka pokazuju da u edukacijskom uključivanju postoje česte prepreke koje se nerijetko temelje na nedovoljnom poznavanju populacije s teškoćama. Cilj ovog rada bilo je ispitati stavove učitelja, nastavnika i stručnih suradnika osnovnih i srednjih škola otoka Korčule ( Osnovne škole Vela Luka, Blato, Smokvica i Srednja škola Vela Luka) o inkluzivnom odgoju i obrazovanju. Polazeći od toga da dvije navedene škole (Osnovna škola Blato i Srednja škola Vela Luka) u školskoj godini 2018./2019. sudjeluju u eksperimentalnom programu „Škola za život“ i da su kroz razne vidove edukacije prolazili edukacije o inkluzivnom obrazovanju, istraživanje je usmjereno na utvrđivanje različitosti u stavovima i kompetencijama nastavnika koji nastavu ne provode po eksperimentalnom programu. U istraživanju su propitane opće karakteristike nastavnika, njihovo dosadašnje iskustvo rada s djecom s teškoćama, kvaliteta njihova osposobljavanja, kompetencije i spremnost za dalje unaprjeđenje svojeg obrazovanja.On UNESCO World Conference on Special Needs Education held in 1994 in Spain a statement and a framework were adopted for actions with which a unique right of every child is promoted, regardless of his/her physical, intellectual, emotional, social, language or any other condition, to be included in regular educational system. Therefore, apart from children with difficulties and gifted children, it also includes street children, working children, children from remote parts and from nomadic populations, children from language, ethnic or religious minorities and children from other areas or groups who are underprivileged or marginalized according to Convention on Child Rights, 1994. Despite the fact that children with difficulties have been for many years included in regular educational system, experts' experiences show that in educational inclusion there are numerous obstacles, often based on insufficient knowledge about the population with difficulties. The aim of this research was to question opinions of teachers and school expert associates in elementary schools and high schools on the island of Korčula (Elementary schools of Vela Luka, Blato and Smokvica and High School Vela Luka) about inclusive education. Starting from the fact that two of the aforementioned schools (Elementary School Blato and High School Vela Luka), in academic year 2018/2019 have participated in experimental programme “School for Life” and thus have had various forms of educations on inclusive education, the research is directed towards stating differences in opinions and competences of teachers who are and who are not participants of experimental programme. Research has questioned general characteristics of teachers, their experience of working with children with difficulties, quality of their training, competences and readiness for further improvement of their own education