APA 6th Edition Karamatić-Brčić, M. i Viljac, T. (2018). Stavovi nastavnika o inkluzivnom odgoju i obrazovanju. Magistra Iadertina, 13 (1), 92-104. Preuzeto s https://hrcak.srce.hr/217834
MLA 8th Edition Karamatić-Brčić, Matilda i Tea Viljac. "Stavovi nastavnika o inkluzivnom odgoju i obrazovanju." Magistra Iadertina, vol. 13, br. 1, 2018, str. 92-104. https://hrcak.srce.hr/217834. Citirano 28.11.2020.
Chicago 17th Edition Karamatić-Brčić, Matilda i Tea Viljac. "Stavovi nastavnika o inkluzivnom odgoju i obrazovanju." Magistra Iadertina 13, br. 1 (2018): 92-104. https://hrcak.srce.hr/217834
Harvard Karamatić-Brčić, M., i Viljac, T. (2018). 'Stavovi nastavnika o inkluzivnom odgoju i obrazovanju', Magistra Iadertina, 13(1), str. 92-104. Preuzeto s: https://hrcak.srce.hr/217834 (Datum pristupa: 28.11.2020.)
Vancouver Karamatić-Brčić M, Viljac T. Stavovi nastavnika o inkluzivnom odgoju i obrazovanju. Magistra Iadertina [Internet]. 2018 [pristupljeno 28.11.2020.];13(1):92-104. Dostupno na: https://hrcak.srce.hr/217834
IEEE M. Karamatić-Brčić i T. Viljac, "Stavovi nastavnika o inkluzivnom odgoju i obrazovanju", Magistra Iadertina, vol.13, br. 1, str. 92-104, 2018. [Online]. Dostupno na: https://hrcak.srce.hr/217834. [Citirano: 28.11.2020.]
Sažetak The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator’s changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.