o:815 Карактеристике личности наставника и мајки и њихов однос према инклузији деце са развојним сметњама : докторска дисертација sr Inclusive education implies the practise of inclusion of all students regardless of their talents, limitations, socio-economic status or backgrounds into regular schools and classrooms where it is possible to meet all their needs. Inclusion is based on the sense of belonging which does not only entail immediate physical propinquity, but also the opportunity for children with different abilities to study, play and work together. The ecosystem approach of the research aims to investigate the network of micro and mezosystemic relationships within which the principles of institutional action mix with a number of various personal equations. By studying the characteristics of the persons central to the success of educational inclusion it was the aim of this research to specify the personality traits of teachers and mothers who encourage the process of inclusion, as well as the factors which can influence the denial of and resistance to it. The most significant contribution of this paper can be preceived in the affrimation of a positive influence of regular education on children with developmental disabilities, as well as on children from regular population. Children with developmental disabilities have a strong sense of belonging to regular schools, while children from regular classrooms show a low level of social distance, which is a direct support for the process of educational inclusion. When it comes to children with developmental disabilities, there are several significant predictors of the sense of belonging to regular schools: - momentary low anxiety of the mothers of children with developmental disabilities - positive attitude of the mothers of children with developmental disabilities towards inclusion - empathy – Fantasy dimension of The Interpersonal Reactivity Index of the mothers of children with developmental disabilities, which is in a negative correlation with the sense of belonging to school - empathy – Role assuming dimension of The Interpersonal Reactivity Index of the mothers of children from regular population, which is in a positive correlation with the sense of belonging to school - general anxiety of the mothers of children with developmental disabilities; the lower general anxiety is, the stronger the sense of belonging to school. Mothers who have a stable personality bring up their children in the spirit of mutual respect and appreciation of diversity. As a result, the children from regular population do not show large social distance from the children with developmental disabilities. More importantly, children with developmental disabilities have a very strong sense of belonging to school and the community, and they do not suffer from secondary effects of disability. School teachers are paradigms that largely influence a sense of belonging to school, as well as intergenerational relations and personal and social values of children with developmental disabilities. The relationship between parents and teachers should involve partnership, a twoway communication, as well as emotional and social support, which should be an imperative in working with children with developmental disabilities and their parents. An important prerequisite of the success of inclusion is the expansion of this process into extracurricular context. Collectivism as a cultural syndrome prevalent in this region implies social decentration, emphasizing collective welfare, concern and respect for our fellow man. These are the foundations upon which the process of inclusion can be constructed with the aim of fulfilling its main purpose – egalitarian cohabitation of all members of society. When it comes to educational inclusion it is very important to become aware of the fact that every school 281 needs to be sufficiently equipped to meet the needs of its students. It is highly probable that different groups of children will achieve different levels of success through various academic, social and affective outcomes. However, the success of inclusion should be measured with the amount of pleasure that all the parties take in carrying out the entire process. Inklusive Bildung bedeutet die Praxis der Einbeziehung aller Schüler unabhängig von Умножено за одбрану. Универзитет у Нишу, Филозофски факултет., 2013. Напомене и библиографске референце уз текст. Библиографија: листови 245-259. Summary ; Resümee. 533456790 91552101 1063 91552100 533456790 2014-05-19T12:02:51.053Z 45 no 46 mentor Mirjana Stanković-Đorđević 2013 63 mentor Jelisaveta, 1960- Todorović 2013 PDF/A (284 listova) 2657355 http://phaidrabg.bg.ac.rs/o:815 no yes 7 2014-05-19T12:02:51.320Z 70 Inkluzivno obrazovanje 376 1738 18A13 18A1304 2013