摘要：Both national and international documents in the field of education emphasize the importance of educational inclusion, focusing on the recognition of the value of students in all areas of its development, as well as on the guidelines to the classmasters to use, as often as possible, the methods to support the students’ learning process based on his/her experience. These guidelines are extremely important because it is known that the educational needs of students with disabilities are quantitatively and qualitatively different from the educational needs of their peers. This difference reflects on the process of education through integrating and correlating general and specific contents, methods, forms and means of work. The above can not be achieved without adequate professional competencies of the teachers in the role of the students’ classmasters in order to achieve successful educational inclusion of all the students in regular classes. The emphasis is made on the competencies that classmasters should possess in order to know and to feel safe in building up of their personal and professional skills to be able to identify and accordingly treat different behaviors of their students. In this connection, the aim of this presentation was to check the students’ views on the actual capacity of their classmasters (both from the lower and higher classes) to solve the problems met in the student’ behaviour, the research having been carried out in a primary school in Zagreb. The study involved students from both lower and higher classes (N=514). The results suggest that the students from either lower or higher classes variously estimate their classmasters’ competencies to deal with behavioral problems of the students, those from lower classes being assessed at higher rates.
关键词：teachers; classmaster; competencies; inclusion; students with disabilities
