M. Karamatić Brčić1, J. Palac2

1University of Zadar (CROATIA)
2University of Mostar (BOSNIA AND HERZEGOVINA)
The educational system is an important part of the socio-cultural context of each contry. Educational inclusion is one of the main tasks of the entire society, and raising the awareness of accepting diversity becomes the task of all participants in the educational process. Inclusion in education is not just a change of one situation, it is a change in attitudes towards understanding defferences. Inclusion in education implies not only inclusion of children with special needs in a regular school system, but a change in the whole school context in the area of changing attitudes among tha participants of the inclusive process, mainly the students, teachers and parents. The purpose for all mentioned participants is to remove obstacles for successful implementation. The school's task is to make each child happy and to ensure forms and methods of teaching including individual opportunities for each child.

The aim of this study is to examine the perceptions of students of pedagogy at the University of Mostar towards the implementation of inclusive education. The same includes their perception of key organizational and program assumptions for successful inclusion. The data in this research is collected through a questionnaire survey. The results of the research showed differences in the perception from the side of students of pedagogy in organizational and program elements of inclusiveness, with regard to the examined independent variables. Respondents positively evaluate the implementation of inclusion in schools, confirming the tendency that inclusion is important in diferrent parts of the whole society. The successful implementation of inclusion is the goal of education systems and modern society, and it requires new competencies meaning new knowledge, skills, values of all participants in the educational work. Inclusion is, therefore, a modern philosophy for providing assumptions for including people with disabilities in social and education context. Inclusion is a process, not a situation.