EDUCATION OF THE STUDENTS WITH DISABILITIES IN CLASSICAL AND SEGREGATED SYSTEM

Pravo na obrazovanje jedno je od osnovnih prava svakoga djeteta. Obrazovanje učenika s teškoćama u razvoju, započeto kao segre- girani sustav, doživjelo je različite reforme do suvremenih pristu- pa u obliku inkluzivnoga obrazovanja. Budući da su do danas zadržani i neki segregirani oblici obrazovanja, vodi se polemika u svezi s najboljim obrazovnim okružjem za učenike s različitim teškoćama. U ovome radu prikazana su relevantna istraživanja koja upućuju na pozitivne i nepovoljne aspekte inkluzivnoga i segregiranoga sustava. Dosadašnja istraživanja ukazuju na či- njenicu kako postoje brojne prepreke uspješnoj inkluziji učenika s teškoćama u razvoju u različitim obrazovnim sustavima. Može se zaključiti kako je nužna primjena individualna pristupa u pro- cjeni najboljega okružja za učenika s teškoćama u razvoju, uzi- majući u obzir kontekstualne čimbenike, što implicira procjenu kvalitete inkluzivnoga obrazovanja u određenome sociokulturnom kontekstu i lokalnoj sredini.Right to education is one of the basic rights of every child. Education of students with disabilities started as a segregated system and then went through different forms on its way to the contempo- rary approaches like inclusive education. Since there are still some segregated forms of education, a discussion is being led about the best educational surrounding for the students with different disabilities. The paper presents relevant research results that show positive and unfavourable aspects of the inclusive and segregated system. Former research points to the fact that that there are nume- rous obstacles to the successful inclusion of the students with disabilities in different educational systems. We can conclude that it is necessary to apply an individualised approach when we want to determine the best surrounding for students with disabilities, taking into account contextual factors, ie the assessment of the quality of the inclusive education in a certain sociocultural context and local community