Peer acceptance is a necessary aspect of the inclusion of students with developmental disabilities in the system of inclusive education, primarily in terms of secondary education. Therefore, this ...paper examines the attitudes of 496 students of the first, second, third and fourth grade of grammar and vocational schools (three-year and four-year) in the Osijek- Baranja County towards students with developmental disabilities. Based on the results of the research, it can be concluded that high school students are indecisive, with a slight tendency of increasing positive attitude towards the inclusion of students with disabilities in the regular education system. Female participants and older participants (17 - 19 years old) express more positive attitudes towards the inclusion of students with disabilities in the regular education system. Differences with respect to the type of school students
attend have not been confirmed. Correlation analysis shows a moderately positive correlation between the attitudes of high school students towards the inclusion of students with developmental disabilities in the regular education system and inclusive school culture. This is an important pedagogical implication, because it emphasizes the importance of socialization and inclusion.
A decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During ...that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inclusive education has been developed and implemented in various forms, which causes people to have a different understanding of what inclusive education means and impedes children with special needs from learning together with their peers in general classrooms. This article reflects on the findings of a qualitative study that was designed and conducted to investigate different perceptions of pre-school and primary school teachers on the preconditions for inclusive education.
Obrazovna inkluzija podrazumijeva najhumaniji odnos prema osobi s različitošću u razredu, školi i životnoj zajednici, te osposobljenost i obrazovanost svih za prihvaćanje svake osobe jednako, bez ...obzira na različitost. Razvoj inkluzivne kulture škole ovisi o učiteljima i nastavnicima, učenicima, stručnim suradnicima i ravnatelju. U ovom radu istražuje se učenička percepcija inkluzivne kulture u školi jer su učenici ti koji donose različitost u školu.
Učeničkom procjenom tvrdnji u korištenom upitniku "Moja osnovna škola" koji ispituje elemente inkluzivne kulture škole na nacionalnom uzorku od 1952 učenika šestih i osmih razreda osnovne škole, dobiveni su rezultati istraživanja koji pokazuju da mlađi učenici percipiraju inkluzivnost u školi razvijenijom od starijih učenika, da učenici s najnižim školskim uspjehom percipiraju inkluzivnost u školi pozitivnije od učenika koji su na kraju školske godine postigli viši uspjeh, te da učenici iz sjeverne Hrvatske, Slavonije, Like i Banovine pozitivnije percipiraju inkluzivnost u svojim školama od učenika koji pohađaju školu u gradu Zagrebu.
Prema ovom istraživanju vjerojatno su ometajući čimbenici u stvaranju inkluzivne kulture škole u predmetno-sadržajnoj usmjerenosti u školi, niskoj razini međupredmetne povezanosti, nedostatku vremena za odgojni rad zbog opterećenja nastavnim planom i programom te u pritisku zbog vanjskog vrednovanja i općenito učestalih testiranja učenika u školi.
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