STUDENTS’ ATTITUDES TOWARDS INCLUSIVE EDUCATION

Abstract

This paper presents the results of examining the compentence self-assessment of the teacher-training track students for the implementation of inclusive education. A total of 94 graduate students of the University of Zagreb were surveyed during 2018 and 2019. The aim of the study was to examine students’ perceptions of general and specific knowledge and skills acquired during their studies for future educational work in inclusive conditions and satisfaction with obligatory student practice. The results showed that, in addition to the types of disabilities, students should acquire knowledge of the attitudes, needs and expectations of parents of children with disabilities. They find that they do not have sufficient competence to produce specific teaching materials. Students indicated the need to change the organizational structure of the course in which more time would be devoted to student practice.

Keywords

• inclusive education
• students’ attitudes