A Review of Research About Inclusive Education From Perspectives of Teachers And Teacher Students

Sa？etak Inclusion is a comprehensive and complex process that, within the social model, encourages and directs the development of a society in which everyone is treated as an equal member. Inclusive education policy for students with disabilities ensures the availability of a regular education system, respecting individual needs and providing support that will ensure the development of their potential. The successful implementation of inclusive policy largely depends on the positive intentions of the teacher towards inclusive education. Therefore, the aim of this paper is to give an overview of the full range of scientific papers that analyzed attitudes, opinions and competences of Croatian teachers for the implementation of inclusive education and to identify the factors that are related to them. Along with generally pro-active attitudes towards inclusive education, research has also identified many obstacles, including insufficient teacher education for the implementation of inclusive practice, insufficient professional support, and insufficient material equipment of schools. Research shows unequivocally that there is a great need to provide higher quality education programs for teachers in inclusive classes during their formal education, as well as sufficient professional guidance in day-to-day work with students