engleski

Social and emotional competence of pupils in inclusive classes in Croatia

Educational inclusion in Croatia have more than 35 years of implementation. The inclusion quality has been quite a lot improved during last 15 years, providing different kind of support to students with disability, their teachers and parents. However, support is not available for all schools, which reflects on the differences in the inclusion quality. Moreover, social-emotional competence of pupils in inclusive classes mostly not occupy the attention of teachers and experts that is focused primarily on academic achievement. The aim of this research is to explore differences between social-emotional competence of pupils, members of classes with high or low quality of educational inclusion. After determination of high/low inclusion quality primary schools, teachers (N=17), and students (N=307), third graders, evaluate social-emotional competence with the several well-validated and reliable assessments. Results shows that pupils in high quality inclusive education show significantly more strengths and less difficulties (SDQ) than pupils in low inclusion quality. This is more significant for boys and for pupils with disability. However, statistically significant differences haven’t found between schools with high and low inclusion quality on other measures of social and emotional competence used in this research.

educational inclusion, quality, social-emotional competences

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