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Dijana Vican ; Odjel za pedagogiju Sveucilište u Zadru, Hrvatska

Puni tekst: hrvatski pdf 183 Kb

str. 17-36

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Educational inclusion implies the most humane attitude towards the person with diversity in the classroom, school and community life, as well as training and education of all to accept each person equally, regardless of their differences. The development of an inclusive school culture depends on teachers, pupils, educators and the principal. This paper explores pupils' perceptions of inclusive culture in the school, because they are the ones that bring diversity to the school.
Research results obtained from pupil assessment statements used in the questionnaire, "My primary school," which examines the elements of an inclusive school culture, on a national sample of 1,952 sixth and eighth graders, show the following results: younger students perceive inclusiveness in school to be more developed than older students; pupils with the lowest school achievement perceive inclusiveness in school more positively than pupils who achieved higher success at the end of the school year; and pupils from the region of North Croatia, Slavonia, Lika and Banovina more positively perceive inclusiveness in their schools than students who attend school in the city of Zagreb.
According to this research results, probable hindering factors in creating of an inclusive school culture lie in the school’s subject and content orientation and low level of curricular connectedness, leaving no time for educational work due to the work load caused by curriculum, and the pressure of the external evaluation and generally frequent testing of students in school .

Ključne riječi

inclusion, exclusion, educational inclusion, inclusive school culture, pupils' perception of inclusiveness

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