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 65

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 67

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76

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95
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 77

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(Salvolainen i Alasuutari, 2000; Guijarro, 1999;
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 83

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86

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 87

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1983;Cartledge, Frew, Zaharias, (1985).
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88

, (Tomi,
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 89

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Giangreco (1993) 19
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 91

, ,
, ,(1995).; Department
of Education,(1997.); Department of Education, (mart 2000); Slee, (1997
1998); Barton, (1997); Booth, (2000a; 2000b); Booth & Ainscow,( 1998);
Oliver, (2000); Clark Dyson, Millward, (1995); Fulcher, (1995.).
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94

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org. -
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, 4. , 5. -
, 6.
. 4.1.2.

.

 125

,
( 2,48),
,
( 1,68), -
. , ,
71,30% -
,
13,91%
,
.
-


( 2,40), 61,74%
, - 56,52%

( 2,33),

( 2,19),
49,13% .

4.1.2: -

- - 328 56 46 30
1 2.48
71.30 12.17 10.00 6.52
- 284 108 36 32
2 2.40
61.73 23.47 7.82 6.95
260 122 48 30
- 3 2.33
56.52 26.52 10.43 6.52
- 226 130 70 34
4 2.19
49.13 28.26 15.21 7.39
- 84 240 104 32
5 1.81
18.26 52.17 22.60 6.95
- 64 218 144 34
6 1.68
13.91 47.39 31.30 7.39

, .



, -
126

4.1.2. ,
- -
18,26% -
(
1,81)


-
-
,
.

, -

.

-

-
.
-

.

?, -
4.1.1.

4.1.1:

4,35

38,26

39,13

16,08

2,17

0 5 10 15 20 25 30 35 40
 127

.

,
39,13% , 38,26%
, 16,08%
, 4,35%
, 2,17% .

-
-
. ,


.
,
(
) (
) ,
-
.

,


,
,

.


( )


.
128

-
.
,
.
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-
.

,
,
, -
.



,
-

.

, 55,21% ,
, 32,17%
, 5,21%
, 3,47%
, 3,91% .
,
.

, :
?
, ,
44,34% , 39,56% ,
15,65%
.
:

?
4.1.3.
 129

4.1.3:
?

%
?
- 8 1.73
- 70 15.21
- 228 49.56
- 154 33.47

15,21% -
,

, 49,56% ,
33,47% .

:

?, 4.1.4.

4.1.4:
?

%
?
- 6 1.30
- 282 61.30
- / 108 23.47
- 64 13.91

-

.
:
?
13,91%
, 61%
, 23,47%
-
.
,
. :

?
,
4.1.2.
130

4.1.2:

0,43
25,65

40,87

33,04

bez odgovora dobra ideja ne znam, nisam siguran/a loa ideja

4.1.3:

7,82

20,86

71,3

4.1.2.
40,86%
 131

-
, 33,04% 25,65%
.


,
4.1.3.
71,30%

, 20,86% ,
7,82%
.


-
.
,
,
,
. ,
(28,68%) -

,

.

,

.

, .
, ,


,
.
,
132

,
, .

, , ,
. . , 1934. -
.
,
,
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-
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.


,

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 133

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134

. ,

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/

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-
:
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2) / / ?
3) / / -
?
4) / / -
?

13 .


. N x N ( )
, -
.

. -

.

() -
()
.
0 1,
-1
+1.

(N = 460)
( ) -
(+i = 3)
(-i = 3) 5520

.
,
,
 135

5152 2208
. -
93,33% 40,00% , -
100%.
, ,

, -
. -
,
,
, ,
.

.

.

.
(N = 31) 5152
922 17,89%. -

29,74 . 2208 -
33 ,
1,49%. , -
1,06 -
.

(IP)
0,78, (IO) 0,05,
(ISS) 0,74.
0 1,
-1 + 1,
,
.
(N = 26) -
45 5152 ,
0,87% -
. , 2208

322 , 14,58%.
,
12,38 .
136

,
, (IP) -
0,07,
(IO) 0,53,
(ISS)-0,35.
0 1,
-1 + 1,
,

.


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. ,
,

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1
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.
.

( 6) 6 ,
8 5 ,
.
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. 8
( )
, -
.
 137

4.1.2.1: N x N

R.
b. 1 2 3 4 5 6 7 81 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 + -
1 - + - + 2 2
2 + - + 2 2
3 + - + - 2 2
4 + + - - 2 2
5 - + + - 2 2
6 - + + - 2 2
7 - + + - 2 2
8 - + - + 2 2
9 - - + + 2 2
10 + - + - 2 2
11 + - - + 2 2
12 + - + - 2 2
13 + - - + 2 2
14 + - - + 2 2
15 + - - + 2 2
16 + - + - 2 2
17 + - + - 2 2
18 + - - + 2 2
19 + - + - 2 2
20 + - + - 2 2
21 - + - + 2 2
22 - + - + 2 2
23 - + - + 2 2
+ 2 2 3 2 0 6 1 0 1 1 1 4 0 4 0 2 2 3 1 3 2 4 1
- 1 2 2 1 3 1 5 5 0 2 3 2 0 0 3 2 3 2 3 2 3 1 1

,
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, ,

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,
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,

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138

1:

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,

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, ,
,
-
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,
 139

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. ,

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.

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-
.

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,
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:
-
,






142

-
,
, . ,
-


.
, ,
, 28,23% -
, 68,23%
, 3,52%
. ,
-
,
7,06% , -

4,70,
(2,32%)
(1,17%).
-
:
? -
:
- , 29,41%,
(25,88%), -
14,11% -
(11,76%).
-

,
, ,
, -
-
.

-

. ,
 143

, -
,
.
-

. :
,
4.2.1.

4.2.1:

? %
11 2.93
16 4.26
79 21.06
191 50.93
72 19.20
6 1.60

-
-
, 50,93% -
, 21,07%
,
(19,20% )
, 4,27%
, 1,60% -
.
-
-
,

-
.

,
4.2.2. 4.2.2.
-
, 49,33%
, 28,80%
, 11,20% -
8,53%
144

.

.

4.2.1:

11,2 2,13
8,53

28,8

49,33

4.2.2:

%
?
8 2.13
32 8.53
108 28.80
185 49.33
42 11.20
0 0,00

,

,

. -
:
 145

?
-
, 60,53% -
, , 34,13%

, 4,80%

.
:

? , 75,20% -

-
, 18,67% ,
5,60%
-
.

,
-
.


,
:
?
( 50,13%)
, 48,27%
, . .

,
38,13%, (, , ),
25,07% ,
24,27% , 10,40% -
-
.


(, , ),
57,87% , ,
20,00% , 16,26% ,
2,13% . 1,06%
, .
146

-
:
?,
4.2.3.

4.2.3:

%
?
4 1.06
148 39.46
159 42.40
64 17.06

, 42,40%
, 17,07%
, 39,46%
. -

-
,
.
-


,
4.2.4.

4.2.4:

%
?
5 1.33
35 9.33
143 38.13
192 51.20

51,20%
,
, 38,13%
 147

, 9,33% -
.

-
. , :
?,
-
, 4,27% ,
37,60% ,
(35,20%) (20,80%).
,
.

. -
,
-
.
, -

-
,
.

,

.
.
4.2.5.
:
?


, -
67,73% , 25,07%
, 5,87%

.
148

, -
-
,
.

,
-
. ,
,
.

4.2.5: :

?

%
?
5 1.33333
22 5.86667
94 25.06667
254 67.73333

. :
?

4.2.6.

4.2.6: :

?

%
?
4 1.06
78 20.80
293 78.13

-

,
.
78,13%
,
 149

20,80% , -
, 1,07%
-
.


:
?
80,53%
, 17,60%

, 0,53% -
.


,
. -

,

-
.

,

. , -
.

.
-


.


, -
. , -

150

.
.
, 4.2.3. -

.
-

, 47,47% -
, 36,00%
, 16,53%

.

,

,
.

4.2.3:

16,53
47,46

36,01

, 62,40%

, -
, 4,80%
 151

-
.

:

?,
-
4.2.7.



,
48,53% .

4.2.7:

%
?
2 .53
182 48.53
104 27.73
87 23.20

27,73% ,

,


.
-


,
4.2.8.
,
-
,
56,80% , 26,40%
-
, .

152

-
,
5,60% 5,33%

.

4.2.8:

%
? / :
10 2.66
213 56.80

20 5.33

99 26.40

21 5.60

12 3.20

5,60%


,
. -
,
-
,
-

.

,

,
, -

.
 153

,
.


-
-
.
.
4.2.9.


.

4.2.9:

?




94 114 52
260
36.15 43.85 20.00
48 41 12
101
47.52 40.59 11.88
142 155 64
361
39.34 42.94 17.73
Pearson Chi-square: 5.27485, df=2, p=.041561

.
0,05, -=5,27485,
2 , 0,05
(p=.041561).


,
. , -
,
, 47,52%
, 40,59% -
, 11,88% , .
.
154

,
36,15% ( ,
), 43,85% ( ,
) 20,00%
( ).


-
. -
, ,

;


.



,

4.2.10.




.
0,01, -=39,2036, 10
, 0,01 (p=.000024).
-
-


. , ( 100,00%)

, 63,64%
. ,

, 53,85%

, 32,08%

.
 155

4.2.10:

?





4 2 7
13
30.77 15.38 53.85
18 18 17
53
33.96 33.96 32.08
42 58 19
119
35.29 48.74 15.97
21 12 0
33
63.64 36.36 0.00
4 0 0
4
100.00 0.00 0.00
55 63 21
139
39.57 45.32 15.11
144 153 64
361
39.89 42.38 17.73
Pearson Chi-square: 39.2036, df=10, p=.000024

-

, -
4.2.11.

4.2.11:

?



/
- / 12 4 2
18
66.67 22.22 11.11
- / 0 6 2
8
0.00 75.00 25.00

2 2 0
- / 4
50.00 50.00 0.00
- / 16 16 2
34
47.06 47.06 5.88
82 84 42
- 208
39.42 40.38 20.19
112 112 48
272
41.18 41.18 17.65
Pearson Chi-square: 15.6543, df=8, p=.037642
156

-


.
0,05, -=15,6543,
8 , 0,05
(p=.037642).
-

-

'',

66,67% , -
'', 50,00%

'' 47,06%,
'',
.
, .
,


, -
(5,88%),
(11,11%), -
-
(20,19%)
(25,00%).
-
-
,
4.2.12.


-

. -
0,05, -=6,32606, 6
, 0,05
(p=.387698).


,
,
 157

48,39% ,
(43,86%),

(35,63%)
(34,15%).

4.2.12:

?




30 19 13
- 62
48.39 30.65 20.97
- 26 35 12
73
35.62 47.95 16.44
- 50 45 19
- 114
43.86 39.47 16.67

- 28 36 18
82
34.15 43.90 21.95
134 135 62
331
40.48 40.79 18.73
Pearson Chi-square: 6.32606, df=6, p=.387698

, ,,
, -

,
.
-

-
,
-
.


.
-
.

,
,

. -


,
-
.


, -
-

.
:

;

;

;
160

-
,
, .
, -

-
.
,
,
, 5,98%
, 45,11%
, 47,28%
, 1,63%
.
-
, -


. -

,
,
-
.

-

. ,

,
,
.

,

 161

. :
?,
4.3.1.

4.3.1:

25.
, . %
?
0) 8 2.17
1) 70 19.02
2) 116 31.52
3) 144 39.13
4) 28 7.60
5) 2 .54

,
39,13% , 31,52%

, (19,02%
) -
, 7,61% -
, 0,54%
.
-
, -
, -
,
-

-
. , ,

,
, -
..
-
:

?
, ,

162

.
4.3.1


,
,
, 27,71%
, 48,91% -
, 23,36%
.

4.3.1:

23,36 27,71

48,91

, -


,

.

: ?,
4.3.2.
 163

4.3.3:

%
:
48 13.04
158 42.93
, 116 31.52
30 8.15
16 4.34

42,93%

, 31,52%
, , 8,15%
, 4,34% -
,
;
; , -
.


.
( 60%) ,
( 31,52%). -

,
, ,
.

,
, -
.
,
,

,
. ,
,
164

,
.

,

.
-
-

,
.

.
4.3.3.
:
?


,
54,34% , 42,93%
,
2,71%
.

4.3.3:

28.
%
?
10 2.71
158 42.93
200 54.34

,
,

.

.

,
-
 165

.
4.3.4.




, 65,76% ,
21,73% ,
, 10,86% -
-
.

4.3.4:

13.
%
?
6 1.63
40 10.86
242 65.76
80 21.73

,
4.3.5.

4.3.5:

%
?
8 2.17
42 11.41
250 67.93
68 18.47

. ,

, 67,93% -
, 18,47%
, 11,41%
166

.
- -


- ,
, -
. ,

,
, .

-
, ,

,
-
, -
-
.

4.3.6:

%
?
2 .54
202 54.89
96 26.08
68 18.47

, 4.3.6.

-
, 54,89% , 26,08%
, 18,47%
-
.

, -
 167

.


,

4.3.7.

4.3.7:

%
?
8 2.17391
168 45.65217
116 31.52174
76 20.65217

( 4.3.7)

. , 45,65%

. , 31,52%
,
20,65% -
.

,

,
, -

.


.

, ,
168

,
, .


-
-
.
.
-

20 ,

4.3.8.

4.3.8:

?

184 150 24
358
51.40 41.90 6.70
6 0 0
6
100.00 0.00 0.00
190 150 24
364
52.20 41.21 6.59
Pearson Chi-square: 5.58683, df=2, p=.031227

( 4.3.8)


.
0,05,
-=5,58683, 2 ,
0,05 (p=.031227).

, 100,00%

,
: 51,40%
, 41,90% , 6,70%
.

20
( , .115/2003.), ,
,
( , . 33/86.)
 169

.
-


,
4.3.9.

4.3.9:

?
?
74 90 10
174
42.53 51.72 5.75
98 56 12
166
59.04 33.73 7.23
16 6 0
22
72.73 27.27 0.00
188 152 22
362
51.93 41.99 6.08
Pearson Chi-square: 15.8935, df=4, p=.003170

. -
0,01, -
=15,8935, 4 ,
0,01 (p=.003170).



.
72,73%
, 27,27% -
, .
(4.3.9),
, ,
51,72%, 42,53%
5,75% .

-
170

.
, ,


,
.


,
, ,
.


,
,
.
:
,

,
-
, .



. -

.
1:
,

( ), -
-
.


:
1.
,

.
-
,
: 28,23%
172

, 68,23% ,
3,52% (.162.).
,
4.2.10,
-=5,27485 2 ,
0,05(=.041561).
2. -
-
.

: 29,41%
, 25,88% ,
14,11% -
11,76%, (. 162),
.
3. ,


.


.
,
, 25,27%,

20,80% , , 50,93%
.
2,93% ,
4.2.1.
(1).
4.
,
,
.
37,33%
-
, 11,20%
, 49,33%

, ( 4.2.2).

, -
 173

( ).
.
5.
:
,

, -
,

.
: 50,13%

/, 48,27% -
( . 166.).
6.


.

, 18,28%
-
, 10,24%
, 32,96% ,
, (38,51%) ,

.
7.
:
,

, :
,
18. 8,
4, 34
, 208
( 4.2.12).
8.

.
( 4.2.7)
47,46% -
, 36,00% , 16,53% -
.
174

48,53%
, 27,73% , 23,20%
( 4.2.8).
-


4.2.9,
.
56,80%
-
, 5,60%
-
. ,
,

.

,

.
:
1. :
368
, 10
,
. 356 -
, ,
.
2. :
,

.
- -
, 5,98%
, ,
, 45,11% ,
, -
, 47,28%
.
191.
3. :
- -

 175

4.3.1, 50,54% -
, 8,14%
,
39,13% .
4.
:
54,34% -

, 2,71% .
42,93% -

( 4.3.4);
,
-

-
, 4.3.4; 4.3.5; 4.3.6.
:


.
65,76% , 10,86%
, 21,73%

( 4.3.5).
5.
:
4.3.6 67,93%

, 11,41% -
, 18,47%
.
6.
, ,
4.3.7 4.3.8.
54,89%
-
, 45,65%
. 26,08%
,
18,47% .

, ,
176

, .


,

.

,
,
, ,

.
460
-
.

/ .
6 ,
( 1,
2.48), ( 2, 2.40),

( 6, 1.68).

,
1,90, 27,82% .
(
1,83), 26,08% .
,
, -
, -
-
( 4.1.2).
-
,

-

( 4.1.4),

,
, , -
, 49,56%
 177

, 15,21%
, 33,47%

.
,

, -

2:

, ,
, -

-
, .

.
, ,
, , ,
.

.
, -
.
,
, ,


.
,
1 , :
?, 39,46%
, 42,40% , 17,06%

( 4.2.3).
, -

.
,
-
.
178

,
(
.162.), -
0,05, -=6,32606, 6
0,05 (=.387698).


,
. , -

( 10,25%),
(67,56%%). -

(18,28%) 53,85%
, 32,08% -

( 4.2.11).
0,01, -=39,2936, 10
(=.000024).
,


( 4.2.12), -


(66,67%),
(50,00%),
(47,06%),


.
0,05,
-=15,6543, 8 ,
0,05 (=.037642).
,
, ( 4.2.10)
0,05, -
=5,27485, 2 ,
0,05 (=.041561).
-
( 27,97%)
47,52% , 40,59% , 11,88%
.
 179

-
( 72,03%)
36,15% , 43,85% ,
20,00% .
,
, 31,52%
, -
( 4.3.3), ,
-
.



50,56%
, 42,70% ,
6,74%
.
,
( 80,00%)
.
0,05,
-=5,39173, 4 ,
0,05 (=.029438).
-

-
.

,

0,01, -=15,8935, 4
, 0,01 (=.003170).
4.3.10.


:

?( 4.1.5).
, . 61,00% -
-
, 23,47% , 13,91% -

.
180

-
:
? -
.
, 55,21%
, 33,27% -

, 5,21%
, 3,47% , (
.155).

, :

?, : 40,86% -
, 25,65%
, 33,04% (
4.1.6).

.
-
( 1),
-
. -

,
. -
,
-
.


.
 O E

, :

,
-
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Summary
INCLUSIVE EDUCATION in theory and practice

Inclusive education evolved as the process with a goal to change

exclusive policies and practice and it became a wide range movement
and ideology according to which each person is seen as independent
individual. Final goal and purpose of inclusion is active inclusion of
each member of society into social surrounding and life in general.
This means existence of such a systems that will ensure adequate
conditions for fulfillment of the set goal. In that sense, inclusive
education is a part of an overall inclusion process. Thus, it is more
appropriate to talk about special needs of the society that has number
of obstacles and inabilities to provide conditions for successful inclusion
process.More often expressed difficulties of teachers and seeking for
support in work with this population of students are reasons why we
have decided to identify factors that determine implementation of
inclusive education.
In this research we put focus on analysing and percieving pupils
points of view, not only about children with special needs and possibilities
of their inclusion in an upbringing and educational process with
ordinary teachers, students and their parents, but also about inclusive
education as a process that allows inclusion of children with special
needs in regular school system and immediate social environment.
The research was realized in primary schools in Republic of Srpska
and Federation of Bosnia and Herzegovina in the period between
March and October 2007. The sample included 1201 participants
including 460 students, 373 teachers and 368 parents and it is multi-
phase stratified sample with combinations of intentional and random
choice.
Our research has clearly showed that primary schools in Bosnia
and Herzegovina in general, express certain concern for successful
implementation of inclusive education as preconditions for successful
inclusion are not fully provided. Primary, this conclusion stands out
due to reasons of insufficient education of teachers, unprepared
students and not-empowered-enough parents (primary not enough
educated) for implementation of inclusive education. Respecting the
results of our research, creators of reform processes in educational
systems in Bosnia and Herzegovina can have more realistic insight
to directions in which to act and to defining support system for special
needs children as well as all other children. That way would enable
adequate support to development and inclusion of our children in
social system that is continually changing.
Key words: inclusive education, factors, special needs children
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ISBN 978-99955-41-20-2

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