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Original scientific paper

Constructivism in contemporary inclusive education

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

Fulltext: croatian, pdf (643 KB) pages 541-560 downloads: 1.132* cite
APA 6th Edition
Jurčević Lozančić, A. & Kudek Mirošević, J. (2015). Konstruktivizam u suvremenom inkluzivnom odgoju i obrazovanju. Školski vjesnik, 64 (4), 541-560. Retrieved from https://hrcak.srce.hr/152911
MLA 8th Edition
Jurčević Lozančić, Anka and Jasna Kudek Mirošević. "Konstruktivizam u suvremenom inkluzivnom odgoju i obrazovanju." Školski vjesnik, vol. 64, no. 4, 2015, pp. 541-560. https://hrcak.srce.hr/152911. Accessed 3 Dec. 2021.
Chicago 17th Edition
Jurčević Lozančić, Anka and Jasna Kudek Mirošević. "Konstruktivizam u suvremenom inkluzivnom odgoju i obrazovanju." Školski vjesnik 64, no. 4 (2015): 541-560. https://hrcak.srce.hr/152911
Harvard
Jurčević Lozančić, A., and Kudek Mirošević, J. (2015). 'Konstruktivizam u suvremenom inkluzivnom odgoju i obrazovanju', Školski vjesnik, 64(4), pp. 541-560. Available at: https://hrcak.srce.hr/152911 (Accessed 03 December 2021)
Vancouver
Jurčević Lozančić A, Kudek Mirošević J. Konstruktivizam u suvremenom inkluzivnom odgoju i obrazovanju. Školski vjesnik [Internet]. 2015 [cited 2021 December 03];64(4):541-560. Available from: https://hrcak.srce.hr/152911
IEEE
A. Jurčević Lozančić and J. Kudek Mirošević, "Konstruktivizam u suvremenom inkluzivnom odgoju i obrazovanju", Školski vjesnik, vol.64, no. 4, pp. 541-560, 2015. [Online]. Available: https://hrcak.srce.hr/152911. [Accessed: 03 December 2021]

Abstracts
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

[croatian]

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