出版社：Hrvatsko pedagoško-književni zbor, ogranak Split i Filozofski fakultet Sveučilišta u Splitu
摘要：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).
关键词：children with disabilities; inclusion; attitudes; educator; teacher; co-constructivism
