engleski

Inclusion of pre-school children with special needs in the physical activities

. The aim of this research was to determine whether there is a difference in the attitudes and self-competence towards the inclusion of pre-school children with special needs in the physical activities between pre-school teachers and students of early and preschool education. The study was conducted on a sam- ple of 65 preschool teachers and 49 students. The "Questionnaire of Attitudes towards Pre-school Inclusion" was used to assess attitudes and self-assessment of competencies related to the inclusion of chil- dren with special needs during physical activities. Concerning the results it can be concluded that there are no differences in attitudes towards the inclusion of pre-school children between students and pre-school teachers except for the one variable. Pre-school teach- ers compared to the students, have a more positive attitude about the socializing effect that results from inclusion of the children with special needs with other children. Furthermore, there are differenc- es between students and preschool teachers concerning the results of their competence for work in inclusive groups. The findings sug- gest that teachers and students should improve their competence for inclusion of children with special needs.

inclusion ; children ; additional needs ; PE

nije evidentirano