Teacher's problems with inclusion in primary schools

From 1996 we have in Slovenia The law of primary school, which orders inclusion of children with special needs in primary school. In our research we have made an survey about inclusion at representative sample of population of primary school teachers. With factor analysis we have extracted five significant factors, which are indicators of some teachers’ problems with inclusion. Factor of special help for teachers who are working with pupils with special needs, factor of construction and realization of individual programs for these pupils, factor of cooperation at discussions of these pupils, factor of organization of seminars to qualify for work with these pupils, factor of diploma degree education of teachers who work with these pupils. One of essential findings of our research is that many teachers haven’t appropriate knowledge about education of pupils with special needs because they didn’t get enough knowledge at diploma degree study. We suggest revision of university educational programs for teachers and permanent education for teachers who are working with pupils with special needs.