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ASSESSMENT OF INCLUSION QUALITY FROM THE PERSPECTIVE OF PRESCHOOL TEACHERS IN OSIJEK‐ BARANJA COUNTY

Inclusive early and preschool education for children with difficulties means to provide different types of support to ensure quality of inclusive education (Rudelić, Pinoza‐ Kukurin, Skočić Mihic, 2012). The quality of support is based on the individual approach to the child, inclusion of all the important people for a child, cooperation between experts and educators, inclusive environment, and evaluation of the process. The aim of this quantitative research is to assess the quality of inclusion from the perspective of preschool teachers from the Osijek‐Baranja County in 30 kindergartens. The study has examined general characteristics of preschool educators, their work experience with children with difficulties, competence for their work, quality of their formal education, the quality and the availability of training and working conditions. The results have provided guidance for improving formal education, additional knowledge and skills, emphasized the cooperation of experts and parents as well as the role of the prinicipals and the need to ensure equipment, materials and better working conditions, with aim to empower preschool teachers.

assessment of quality of inclusion, preschool education, perspective of preschool teachers

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