Original scientific paper

Constructivism in contemporary inclusive education

Anka Jurčević Lozančić orcid.org/0000-0002-7090-6110 ; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
Jasna Kudek Mirošević orcid.org/0000-0001-7582-0087 ; Dragutin Tadijanović Elementary School, Zagreb, Croatia

Abstract

Inclusion implies an open education system, respecting personality and diversity of the other, his ethnic and cultural background, willingness to cooperate, active doing for the benefit of another and passing appropriate judgments and decisions. In order to achieve the mentioned approach, educational institutions should create organizational assumptions that are based on the perception of the child as a social entity with specific needs, rights and culture. Attitudes of educators/teachers are reflected through their positive but also negative actions and behavior, which essentially determines the quality of the total climate and direct work with children with special needs. Thus, this paper aims to get additional insight into the attitudes of educators and teachers in understanding inclusive practice on a total of 303 participants (171 teachers in mainstream primary schools and 132 educators in regular kindergartens).

Keywords

children with disabilities; inclusion; attitudes; educator; teacher; co-constructivism

Hrčak ID:

152911

URI

https://hrcak.srce.hr/152911

Publication date:

29.12.2015.

Article data in other languages: croatian

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