Review article

https://doi.org/10.15291/ai.4854

Review of Inclusive Education Research from the Perspective of Preschool and Primary School Teachers – the Current Situation in Croatia

Jelena TOPIĆ-BEUS ; Kindergarten Biokovsko zvonce, Makarska, Croatia

Abstract

Inclusive education represents the foundation of the contemporary educational
paradigm. Also, it is considered a process of equal inclusion
of all stakeholders in regular educational systems and processes, and
the creation of conditions for satisfying the right of every individual to
quality education. Although inclusive education is based on the right of
equal development of all individuals, it is especially oriented towards
vulnerable groups of children. Vulnerability can be a result of the characteristics
of the child, the family, and/or the wider community, which
have a threatening effect on the current and long-term well-being of
that child. Responsibility for the successful implementation of inclusive
education is equally shared by public educational policies, local administrations,
educational institutions, participants in the educational
process, and other factors. The quality of inclusive practice is determined
by the personal paradigms, attitudes, and professional competencies
of educational experts (preschool and primary school teachers).
This paper aims to synthesize the findings of available relevant research
on the opinions and experiences of preschool teachers and teachers in
the Republic of Croatia on inclusive education of certain vulnerable
groups of children (developmental difficulties, giftedness, behavioural
problems, national minorities, growing up at risk of poverty). Using the
method of theoretical analysis of available documentation and other
sources, it is possible to conclude that educational experts are affirmatively
oriented towards vulnerable groups of children, while they assess
their sense of competence for designing and implementing an inclusive
educational process as insufficient. They assess cooperation with members
of the professional development service as important, but unfortunately,
due to the insufficient number of professional workers, this
is not always possible. Concluding reflections are directed towards the
need for practical implications of promoting inclusive education in the
formal education of future educational experts to be ready to respond
to contemporary challenges of the profession and satisfy the right of
every individual to quality education.

Keywords

educational experts; educational inclusion; professional competencies; personal paradigms; vulnerable groups of children

Hrčak ID:

334845

URI

https://hrcak.srce.hr/334845

Publication date:

1.9.2025.

Article data in other languages: croatian

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