engleski

LEVEL OF INTEGRATION OF STUDENTS WITH DISABILITIES IN MAINSTREAM SCHOOLS IN THE REPUBLIC OF CROATIA

Inclusive education is one of the main aspirations of contemporary education and is also seen by some authors as the fundamental paradigm that contemporary education systems strive for and as the most important form of social equality and acceptability. All children must have the right to (equally) high-quality education, regardless of whether they are regularly developing, gifted or having difficulties. Inclusion in mainstream schools p is achieved at two levels - full and partial, by which children with disabilities are included in mainstream classes. It is also important to distinguish between differences in terms of inclusion and integration, and as much as possible strive for full integration. The qualitative research methodology of this paper consists of 36 structured structured interviews conducted with persons with various disabilities, cognitive and physical, half of whom completed their education and the other half are currently in regular school. The aim of this research is to identify changes in integration and access to integration and inclusion that have taken place in the last few decades, as well as the current state and situation of students with disabilities in regular classes in the Republic of Croatia. The starting point is the extent to which the integration of students with disabilities into regular classes has been achieved, and the answer comes from the perspective of those who are/were at the center of this process - students with disabilities. The results showed sizable advances in the level of integration and preparedness of the environment and the perceived positive developments towards a successful existence inclusion in the full e sense of the term. Also, it was observed that there are still negative examples, and that the level of integration of students with disabilities is still far from right by inclusive education that should be the standard in contemporary education, and that is still quite far from those levels at which is expected to be.

inclusion, integration, contemporary education, students with disabilities

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