Stavovi o uključivanju djece s teškoćama u razvoju u predškolske ustanove

Inclusion of children with disabilities in preschool institutions is considered as an appropriate education form for all children with disabilities. To achieve that, it is necessary to fulfill certain preconditions known as process and structural aspects of quality of early education. Structural prerequisites are material setting, children-adults ratio, group size, appropriate “program management”, staff qualifications and availability of resources inside and outside of the preschool institution which can facilitate inclusion (for example, parent involvement). Process preconditions are quality of interactions in group setting and staff attitudes on inclusion of children with disabilities and inclusion in general. This research tries to investigate attitudes of preschool teachers and expert associates on inclusion of children with disabilities in seven mainstream preschool institutions in the Republic of Croatia, depending on their age, education, work experience, size of the town they work in and experience with children with disabilities. Data was collected with the Opinions Relative to Integration of Students with Disabilities (ORI) questionnaire, translated to Croatian and adapted for this population. Results of this research show that the participants have neutral or mildly negative attitudes toward inclusion. Older participants, at lower education level, who work in smaller towns, have more positive attitudes toward inclusion. Detailed analysis shows some contradictory attitudes, and implies on covertly negative attitudes. These results can be a starting point for further questioning of inclusive issues, and encouraging development of programs for lifelong learning for kindergarten teachers and expert associates in preschool settings.