MENJAJU LI SE STAVOVI NASTAVNIKA PREMA INKLUZIJI

Inclusive education represents a major change in the educational process. Forthe success of this process, all actors involved in it are crucial. For this reason, theaim of this research was to determine the attitudes and emotional reactions of teacherstowards inclusion process. Three questionnaires were used in the research: Questionnaireof general demographic data, Scale of Teacher’s Attitudes Toward InclusiveClassrooms and Emotional Reaction Scale. The research involved 106 teachers fromeight elementary schools on the territory of Vojvodina. The results of the research indicatethat teachers’ attitudes towards inclusion are only slightly positive (2.75), emotionalresponses towards children with disabilities are positive (4.49), and the teacherswho exhibit positive emotional responses towards children with developmental disabilitieswill also exhibit more positive attitudes towards inclusion than teachers with less positive or even negative emotional reactions (r = .58, p <.01). The success of inclusionis considerably higher in the classrooms where teachers’ emotional reactions andtheir attitudes are positive in comparison with the classrooms where they are negative.