SECONDARY SCHOOL STUDENTS' ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH DEVELOPMENTAL DISABILITIES IN THE REGULAR EDUCATION SYSTEM

Abstract

Peer acceptance is a necessary aspect of the inclusion of students with developmental disabilities in the system of inclusive education, primarily in terms of secondary education. Therefore, this paper examines the attitudes of 496 students of the first, second, third and fourth grade of grammar and vocational schools (three-year and four-year) in the Osijek- Baranja County towards students with developmental disabilities. Based on the results of the research, it can be concluded that high school students are indecisive, with a slight tendency of increasing positive attitude towards the inclusion of students with disabilities in the regular education system. Female participants and older participants (17 - 19 years old) express more positive attitudes towards the inclusion of students with disabilities in the regular education system. Differences with respect to the type of school students attend have not been confirmed. Correlation analysis shows a moderately positive correlation between the attitudes of high school students towards the inclusion of students with developmental disabilities in the regular education system and inclusive school culture. This is an important pedagogical implication, because it emphasizes the importance of socialization and inclusion.