Final Analysis of the current situation Report_

CURRENT SITUATION IN PRIMARY SCHOOLS AND CHALLENGES THAT CHILDREN, TEACHERS AND PARENTS ENCOUNTER IN THE IMPLEMENTATION OF THE PRINCIPLE OF INCLUSION

April 2016.

SUMMARY

SUMMARY Aim of this quantitative analysis was to examine conditions and challenges that children, teachers and parents in primary shools face in implementing inclusion.

As for the teachers, most of them state that they did not have sufficient training for work with children with disabilities, although 82.2% of them had the opportunity to teach students with disabilities in their previous work.

Most teachers agree on factors which prevent greater implementation of inclusion, and the highest level of agreement is on the issue of not having enough time to dedicate to all students – 93.1% of teachers agree with this. Other factors that have been singled out as significant are related to the lack of professional staff as well as to the problems associated with working conditions that hamper the process of implementation of inclusion.

94% of teachers agree that students with disabilities have equal rights to regular schooling as all other students. However, the disturbing finding is that around two thirds of them believe that students with disabilities benefit more if they are educated in special schools which are completely adapted to their needs.

Most teachers believe that educators / rehabilitators should be full-time employed professional associates in regular schools, and that presence of a child with disabilities occupies too much of teachers' time. Still, almost 90% of teachers believe that inclusion helps students to understand and accept diversity.

1% of parents state that their child belongs to the group of children with disabilities. Most parents, more precisely 73.6%, believe that children with disabilities can attend regular educational institutions, although 58.7% of parents believe that children with disabilities benefit more if they are educated in special schools adapted to their needs. When it comes to the factors that hamper a greater implementation of inclusion, claims that most parents agree with are related to insufficient time teachers have available to dedicate to all students as well as lack of information in the local community about inclusion.

Parents also responded to a series of claims concerning the schools that their children attend, and are generally satisfied with the schools their children attend. 94% of parents stated that they know who to contact when they are concerned about the progress of their children in school, and almost the same number of them believe that they can address the pedagogue of psychiatrist if their children have problems at school. More than 90% of parents stated that their children are happy in school they attend, and believe that teachers encourage children to help each other.

Same as teachers, parents agree that inclusion helps every child to learn to accept diversity.

However, unlike teachers – who stated that presence of a child with disabilities occupies too much of teacher's time, half of surveyed parents do not know how much time teachers dedicate to children with disabilities during the class.

As for the comparative analysis of responses of teachers and parents, results show that there is a statistically significant difference in the distribution of results, with teachers more often citing same factors as reasons which hamper a greater implementation of inclusion.

The results show that there is a statistically significant difference in the distribution of answers for some claims, with regard to the level of education of parents.

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Most children show positive attitude towards students with disabilities, although only 45.3% of children stated that they have a friend with disabilities.

The claim with which the largest number of children (97.9%) agree is that they would help their friend with disabilities in learning new lessons. Same as with teachers, there is an agreement among students that students with disabilities have equal rights to regular education as everyone else.

Most students believe that children with disabilities should enroll to their school, and that the inclusion of children with disabilities in their class will have a positive impact on them as well.

Contrary to the opinions of teachers – who are divided over the issue of whether the students with disabilities are isolated by other children, there is a higher level of agreement among parents and children on the issue of isolation, and more than two thirds agree that children with disabilities are often isolated.

An encouraging finding is that most students stated that they would sit at the desk with a child with disabilites or invite them to a birthday party, and they believe that teachers dedicate enough attention to students with disabilities.

As for the differences in responses of children with regard to the grade they attend, it turned out that in some items students demonstrate different attitudes, although those differences were small. The largest differences existed regarding whether children with disabilities are often isolated (rejected) by other children, where sixth grade students stated that they do get isolated (76%) more often than fourth grade students (62.8%).

Of the total number of parents – more precisely 2026 who participated in the survey, 297 stated that their children complain about specific situations in school life, and 266 parents gave answers which were categorized subsequently. Most parents stated that their children are most concerned about relations among students in the school, and cite a number of specific situations almost all of which fall into some form of peer violence. Two categories of students that stand out in the comments and reportedly participate in the mentioned forms of behavior are older students and children with disabilities, where children with disabilities are cited both as victims and perpetrators of violent behavior. As for the complaints about relationship with teachers, the most frequent complaint is that some teachers do not have equal treatment of all students, which especially reflects in grading. Students often say to parents that teachers do not pay enough attention to some students, especially to those who have difficulties mastering the curriculum. Parents stated that students are concerned that teachers expect less from children with disabilities, but also because of situations where teachers are burdened with the program and working with children with disabilities.

Other comments are related to the curriculum and objective conditions, as well as school administration.

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1.INTRODUCTION

Association „DUGA“, in cooperation with the Ministry of Education, Science and Youth of Sarajevo Canton and and with the support of Light for the World and Chech Republic Development Cooperation , conducts a survey aimed to examine the current situation in primary schools and challenges that children, teachers and parents encounter in the implementation of the principle of inclusion. The survey represents the basis for development of training programs for the teaching staff and parents and defining required services and programs necessary for the education of children with special educational needs in regular schools in Sarajevo Canton.

For the purpose of this survey, inclusive education or inclusion is defined as a movement in the general education policy which stems and develops from a general attitude about the need and right of every child – regardless of its physical, intellectual, emotional, social, linguistic or other conditions – to be included in the education system, i.e. regular schools and classes.

Association of Principals of Primary Schools in Sarajevo, Association of Pedagogues of Sarajevo Canton, Association of Teachers of Sarajevo Canton, Association „Life with Down Syndrome in Federation BiH“ and Association „Autism in BiH“ provided their comments and suggestions for the development of instruments of the survay.

The research team of proMENTE Social Research conducted the entry and analysis of quantitative data from questionnaires for teachers, parents and students. The aim of this quantitative analysis is to examine the situation in primary schools and the challenges that children, teachers and parents encounter in the realization of the principle of inclusion.

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2. METHODOLOGY

11 METODOLOGIJA METHODOLOGY 1.1 Quantitative research 2 Quantitative research was conducted using a pencil-paper technique. Questionnaires for teachers, parents and students were printed and distributed to all primary schools in Sarajevo Canton. A total of 735 teachers, 2.026 parents and 2.236 students completed the questionnaires.

Table 1: Name of the school Name of the school 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37

Teachers f % 11 1,5 15 2 14 1,9 10 1,4 32 4,4 14 1,9 14 1,9 15 2 10 1,4 14 1,9 13 1,8 13 1,8 8 1,1 5 0,7 17 2,3 5 0,7 10 1,4 12 1,6 10 1,4 15 2 9 1,2 13 1,8 12 1,6 14 1,9 14 1,9 12 1,6 11 1,5 10 1,4 9 1,2 5 0,7 14 1,9 18 2,5 16 2,2 11 1,5 16 2,2 11 1,5 12 1,6

OŠ "6. mart" OŠ "9. maj" OŠ "Aleksa Šantić" OŠ "Alija Nametak" OŠ "Avdo Smailović" OŠ "Behaudin Selmanović" OŠ "Čengić Vila 1" OŠ "Četvrta osnovna škola" OŠ "Deseta osnovna škola" OŠ "Deveta osnovna škola" OŠ "Dobroševići" OŠ "Druga osnovna škola" OŠ "Džemaludin Čaušević" OŠ "Edhem Mulabdić" OŠ "Fatima Gunić" OŠ "Grbavica I" OŠ "Grbavica II" OŠ "Hamdija Krešeljaković" OŠ "Hasan Kaimija" OŠ "Hasan Kikić" OŠ "Hrasno" OŠ "Izet Šabić" OŠ "Katolički školski centar" OŠ "Kovačići" OŠ "Malta" OŠ "Mehmed beg Kapetanović Ljubušak" OŠ "Mehmedalija Mak Dizdar" OŠ "Meša Selimović" OŠ "Mirsad Prnjavorac" OŠ "Mula Mustafa Bašeskija" OŠ "Musa Ćazim Ćatić" OŠ "Nafija Sarajlić" OŠ "Osma osnovna škola Amer Ćenanović" OŠ "Osman Nuri Hadžić" OŠ "Peta osnovna škola" OŠ "Podlugovi" OŠ "Pofalići"

4

Parents f 44 45 45 39 44 41 43 35 31 32 48 29 36 30 42 24 43 45 39 44 37 46 46 43 39 29 40 35 10 5 36 43 46 34 39 44 36

% 2,2 2,2 2,2 1,9 2,2 2 2,1 1,7 1,5 1,6 2,4 1,4 1,8 1,5 2,1 1,2 2,1 2,2 1,9 2,2 1,8 2,3 2,3 2,1 1,9 1,4 2 1,7 0,5 0,2 1,8 2,1 2,3 1,7 1,9 2,2 1,8

Students f % 47 2,1 46 2,1 45 2 38 1,7 46 2,1 41 1,8 48 2,1 35 1,6 34 1,5 41 1,8 56 2,5 41 1,8 45 2 56 2,5 44 2 25 1,1 22 1 60 2,7 39 1,7 56 2,5 39 1,7 37 1,7 45 2 45 2 40 1,8 38 1,7 41 1,8 35 1,6 11 0,5 15 0,7 48 2,1 45 2 46 2,1 28 1,3 40 1,8 45 2 44 2

38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

OŠ "Porodice ef. Ramić" OŠ "Prva osnovna škola" OŠ "Saburina" OŠ "Safvet-beg Bašagić"

27 24 20 17 10 16 17 10 14 11 16 15 10 12 23 22 6 1 735

OŠ "Sedma osnovna škola" Ilidža OŠ "Silvije Strahimir Kranjčević" OŠ "Skender Kulenović" OŠ "Sokolje" OŠ "Šejh Muhamed-ef. Hadžijamaković" OŠ "Šesta osnovna škola" OŠ "Treća osnovna škola" OŠ "Umihana Čuvidina" OŠ "Velešićki heroji" OŠ "Vladislav Skarić" OŠ "Vrhbosna" OŠ "Zahid Baručija" OŠ "Zajko Delić" Unanswered Total

5

3,7 3,3 2,7 2,3 1,4 2,2 2,3 1,4 1,9 1,5 2,2 2 1,4 1,6 3,1 3 0,8

51 43 33 28

2,5 2,1 1,6 1,4 1,4 1,4 2,6 1,8 2,5 2 1,8 1,9 1,9 2,3 2,3 2,2

52 59 40 44 45 36 30 53 29 51 41 38 41 38 47 46 39

2,3 2,6 1,8 2 2 1,6 1,3 2,4 1,3 2,3 1,8 1,7 1,8 1,7 2,1 2,1 1,7

28 28 53 36 50 40 36 38 39 46 46 44

100

2026

100

2236

100

3. RESEARCH FINDINGS

1 NALAZI ISTRAŽIVANJA 1.1 3.1 Teachers 1.1 Basic information

The survey included 735 teachers from 54 primary schools in Sarajevo Canton, of which 77.6% female and 22.4% male. Number of teachers from a single school who completed the questionnaire ranges between 5 and 32; an average of 14 teachers from each school completed the questionnaire (Table 1). The average age of teachers who completed the questionnaire is 42 years, with the lowest age being 23 and the highest 65 years.

Among respondents, most are teachers who have over 21 years of work experience (27.8%) and teachers who have between 11 and 15 years of experience (21.7%). Around 79% of teachers are in subject teaching.

Results show that only 23% of primary school teachers who took part in the survey stated that they had sufficient training to work with children with disabilities (Graph 2).

Graph 1: Work Experience 100 80 60

%

40 20

6,4

8,3

1 do 2

3 do 5

17,6

21,7

18,1

6 do 10

11 do 15

16 do 21

27,8

0 21+

Work experience Graph 2: How much training you have in the field of inclusive education?

Nedovoljno za rad sa djecom sa posebnim potrebama

77,1

Dovoljno za rad sa djecom sa posebnim potrebama

22,9

0

20

40

60

80

100

%

Teachers had the option of multiple choice in answering the question on whether in their previous work they have had experience with teaching students with disabilities, students from minority ethnic and/or language groups, students facing particular social and/or economic barriers or gifted/talented students. Thus, 82.2% of teachers stated that they had experience with teaching students with disabilities in their previous work, 60.9% with

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gifted/talented students, 53.9% with students from minority ethnic and/or language groups and 51.7% with students who are facing particular social and/or economic barriers.

Graph 31: Teaching experience

Učenici sa posebnim potrebama

82,2

Učenici iz manjinskih etničkih i/ili jezičkih grupa

53,9

Učenici koji se suočavaju sa posebnim društvenim i/ili ekonomskim preprekama

51,7

Nadareni/talentovani učenici

60,9 0

20

40

60

80

100

%

Factors that prevent a better implementation of inclusion in schools Most teachers agree on the issue of factors that hamper a better implementation of inclusion in schools. This is particularly evident regarding the problem of not having sufficient time to dedicate to each student, a claim with which 93.1% of teachers agree.

Graph 42: Insufficient time to dedicate to all students

Da

93,1

Ne

6,1

Nisam upoznat/a

0,8 0

20

40

60

80

100

%

More than 80% of teachers agree that there are particular problems regarding the lack of skilled staff that would facilitate the process of implementation of inclusion in schools, as well as the absence of a professional team to assist in teaching, including teaching assistants. They also mentioned the problem of working conditions which is reflected in financial constraints, too many students in classes and poorly equipped schools in terms of didactic and methodical aids. Encouraging fact is that more than two thirds of teachers do not think that insufficient management support represents an obstacle in implementing inclusion.

Teachers' opinions on issues of unavailability of the literature on inclusion and cooperation with parents are divided. While 48.1% of teachers believe that unavailability of the literature on inclusion hampers its better implementation, 44.4% do not agree with that, 7

and 7.5 stated they are not sure. Also, around 45% of teachers believe that there is a problem of insufficient cooperation with parents, while 48% do not share that opinion.

Table 21: Implementation of inclusion in schools Yes Lack of skilled staff Absence of clear legal regulations Poorly equipped schools (didactic and methodical aids) Too many students in classes Absence of a professional team to assist in teaching (psychologist, special education teacher, speech therapist, social worker) Absence of teaching assistants Unavailability of the literature about inclusion Limited opportunities for cooperation with faculties, colleagues, experts etc.

Insufficient opportunities for additional education about inclusion Insufficient time to devote to each student Insufficient cooperation with parents Insufficient knowledge on inclusion Lack of experience in working with students with disabilities Wrong attitudes of the local community about inclusion Insufficient support of school management Financial constraints

f 603 540 612 607

% 83.2% 75.6% 84.5% 85.7%

No f % 77 10.6% 47 6.6% 90 12.4% 90 12.7%

Not familiar f % 45 6.2% 127 17.8% 22 3.0% 11 1.6%

611 85.0% 88 12.2% 20 640 341 437 501 675 319 456 458 458 121 615

88.4% 48.1% 61.6% 70.8% 93.1% 45.2% 64.1% 65.5% 64.3% 17.1% 85.4%

69 315 155 138 44 337 219 217 156 520 49

9.5% 44.4% 21.9% 19.5% 6.1% 47.7% 30.8% 31.0% 21.9% 73.6% 6.8%

2.8%

15 2.1% 53 7.5% 117 16.5% 69 9.7% 6 0.8% 50 7.1% 36 5.1% 24 3.4% 98 13.8% 66 9.3% 56 7.8%

Attitudes of teachers about inclusion of children with special educational needs in regular education The survey has also examined the attitudes of teachers about inclusion of children with special educational needs in regular education.

Most teachers (94%) agree that students with disabilities have equal rights to regular education as other students. When it comes to the educational benefits, around 54% of teachers believe that children with learning difficulties benefit from education in regular educational institutions, while 32% disagree. A higher level of agreement exists on the issue of benefits of education in special schools, where 67% of teachers believe that students with disabilities benefit more if they are educated in special schools fully adapted to their needs, which is a particularly disturbing fact.

Graph 51: Students with disabilities benefit more if they are educated in special schools that are fully adapted to their needs

Da

67

Ne

17,1

Nisam upoznat/a

15,9 0

20

40

60

%

8

80

100

Opinions on whether students with disabilities can actively participate in class acitivities are divided, where 48% of teachers believe they can, 44.3% disagree and 7.7% stated that they are not familiar with this. Furthermore, 68.4% of teachers stated that it is difficult to manage a class in which there are students with disabilities.

Most teachers (around 70%) do not believe that they have enough knowledge, competences and experience to adequately educate children with disabilities. More than 90% believe that educators/rehabilitators should be full-time employed professional associates in regular schools, which matches the above-mentioned problem of lack of skilled personnel as an important factor that hampers implementation of inclusion in schools.

Graph 61: Educators/rehabilitators should be full-time employed professional associates in regular schools

Da

90,3

Ne

5,7

Nisam upoznat/a

4 0

20

40

60

80

100

%

When it comes to the attitude of other students towards children with disabilities, 64% of teachers believe that students without disabilities accept their peers with disabilities really well, while 23.7% disagree.

Graph 72: Students without disabilities accept their peers with disabilities really well

Da

64

Ne

23,7

Nisam upoznat/a

12,4 0

20

40

60

80

100

%

Opinions on whether the children with disabilities are often isolated by other children are divided, where 35% of teachers believe they are, 44.4% disagree and 20.7% stated that they are not familiar with that.

10 9

Graph 81: Students with disabilities are often isolated by other children

Da

35

Ne

44,4

Nisam upoznat/a

20,7 0

20

40

60

80

100

%

More than two thirds of teachers believe that inclusion increases social competences not only of children with disabilities but also of children without disabilities, and nearly 90% believe that inclusion helps students to learn and accept diversity. However, 80.9% of teachers stated that presence of a child with disabilities in the class occupies too much of teachers' time.

Table 31: Attitudes of teachers about inclusive education Not familiar f % f % f % 335 48.0% 309 44.3% 54 7.7% Yes

Students with disabilities can actively participate in class activities Students with learning difficulties benefit from education in regular educational institutions Inclusion increases social competences of children with disabilities Inclusion positively affects the development of social competences of children without disabilities Students with disabilities benefit more if they are educated in special schools that are fully adapted to their needs Students without disabilities accept their peers with disabilities really well Teachers have sufficient knowledge to adequately educate children with disabilities Teachers have sufficient competences to adequately educate children with disabilities Educators / rehabilitators should be full-time employed professional associates in regular schools Teachers have sufficient experience to adequately educate children with disabilities Inclusion negatively affects education of students without disabilities Students with disabilities have equal rights to regular education as other students It is difficult to manage a class in which there are also students with disabilities Parents of children with disabilities want their children to attend regular schools Students with disabilities are often isolated by other children Inclusion increases self-confidence and independence of children with disabilities A child with disabilities in the class occupies too much of teachers' time Inclusion helps students to learn and accept diversity

10

No

376 54.3% 223 32.2% 93

13.4%

549 77.4% 76 10.7% 84

11.8%

526 74.5% 95 13.5% 85

12.0%

469 67.0% 120 17.1% 111 15.9% 440 64.0% 163 23.7% 85

12.4%

99 13.9% 520 73.2% 91

12.8%

123 17.7% 478 68.9% 93

13.4%

653 90.3% 41

29

4.0%

104 14.9% 505 72.2% 90

12.9%

154 674 480 555 245 454 571 638

17.3% 3.8% 7.8% 21.1% 20.7% 20.6% 6.8% 6.3%

21.8% 94.0% 68.4% 77.7% 35.0% 64.9% 80.9% 89.2%

429 16 167 8 311 102 87 32

5.7%

60.9% 2.2% 23.8% 1.1% 44.4% 14.6% 12.3% 4.5%

122 27 55 151 145 144 48 45

1.1 Roditelji

3.2. PARENTS

Basic information 2.026 parents from 53 primary schools in Sarajevo Canton completed the questionnaire for parents, of which 31.9% were males and 66.9% females.

The survey involved parents of different age groups, ranging from 21 to 66 years, and averaging around 40 years of age.

Graph 91: Sex

Ženski

66,9

MuĹĄki

31,9

NA

1,2 0

20

40

60

80

100

%

Most respondents (60.2%) have completed secondary school, while 20.8% have university degree. Further, 7.8% of parents have completed a college, 4.8% elementary school and 3.6% have a Master's degree. Also, 1.2% of parents have PhD and the same percentage have completed specialization. Finally, 0.5% of parents have not completed elementary school.

Some 1% of parents stated that their child belongs to the group of children with disabilities.

Results show that most parents (73.6%) believe that children with disabilities can attend regular educational institutions.

Table 41: Level of education

f 10 95 1202 156 415 72 23 24 29

Not completed elementary school Elementary school Secondary school College University Master's degree Specialization PhD NA

11

% 0.5 4.8 60.2 7.8 20.8 3.6 1.2 1.2

Graph101: Does your child belongs to the group of children with disabilities?

Graph

Da

1

Ne

97,9

NA

1,05 0

20

40

60

80

100

% Graph112: Children with disabilities can attend regular educational institutions Graph

Da

73,6

Ne

20,6

NA

5,7 0

20

40

60

80

100

%

Factors that prevent better implementaton of inclusion in schools Parents also indicated factors which they believe to prevent better implementation of inclusion in schools their children attend.

Most parents (about 69%) agree that the teachers not having sufficient time to devote to all students is a reason for incomplete implementation of inclusion. Almost as many parents cited the insufficient awareness of local community about inclusion as a main reason, which was not the case with teachers.

A number of parents also believe that lack of skilled personnel, lack of teaching assistants, absence of a professional team to assist in teaching (psychologist, special education teacher, speech therapist and social worker), financial constraints and schools poorly equipped with didactic material are obstacles to the full implementation of inclusion in schools.

Parents' opinions are divided on the issue of too many students in the class as a factor which prevents a better implementation of inclusion, where 44.9% of parents believe that excessive number of students in the class hinders inclusion and 46.1% believe that the number of students in the class does not affect the implementation of inclusion.

Furthermore, 53.1% of parents do not agree that insufficient cooperation between the school and parents is a factor which prevents the implementation of inclusion, and 50.1% do not agree that there is not enough support from the school administration.

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Table 51: Implementation of inclusion in schools

Lack of skilled personnel (teachers trained to work with children with disabilities) Poorly equipped schools in terms of didactic material Too many students in the class Absence of a professional team to assist in teaching (psychologist, special education teacher, speech therapist and social worker) Lack of teaching assistants Lack of time for teachers to devote to each student Insufficient cooperation between the school and parents Insufficient support from the school administration Financial constraints Insufficient awareness of local community about inclusion

Yes No F % f % 1299 65.8% 174 8.8%

Not familiar F % 502 25.4%

1224 62.4% 200 10.2% 539 872 44.9% 896 46.1% 176 1245 63.2% 327 16.6% 397

27.5% 9.1% 20.2%

1237 1350 611 469 1230 1346

20.4% 10.4% 15.5% 25.6% 24.8% 21.0%

64.0% 69.0% 31.3% 24.3% 63.0% 69.0%

302 403 1035 967 238 196

15.6% 20.6% 53.1% 50.1% 12.2% 10.0%

394 204 303 495 484 409

Attitudes of parents towards the school that their child attends Parents also responded to a series of statements about schools that their children attend.

Parents are generally satisfied with schools their children attend. In most of the surveyed schools in Sarajevo Canton majority of parents (76.7%) agree that parents' opinion is respected in the school, while 73.8% of parents agree that schools provide opportunities to parents to get involved in school activities.

Most parents (86.6%) stated that the school provides all important information related to their children in timely manner. More than 90% of parents know whom to contact when they are concerned about their children's progress in school. Almost as many parents believe that they can turn to the pedagogue or psychologist when their child has problems at school. More than 80% of parents stated that their children's needs are clearly understood at school, and more than 90% of parents stated that their children are happy in schools they attend.

Slightly more than half of parents who completed the questionnaire stated that children with disabilities can enroll into the school, 12.1% believe that they cannot, and as much as 30% of parents stated that they are not familiar whether children with disabilities can enroll into the school. The results show that more than half of surveyed parents (54.5%) believe that the content which children learn at school is in compliance with capabilities of each child, 37.5% of parents disagree with this claim, while 8% of parents are not familiar with the content's compliance with capabilities of children.

Most parents (45.1%) are not familiar whether schools are equipped for adequate implementation of inclusion. Number of parents (37%) who believe that schools are not equipped with the necessary means is greater than the number of parents who believe they are (17.9%). Some 76% of parents believe that extra-curricular activities at school (trips, excursions, events etc.) are organized in such a way that they are accessible to all children.

Although 60.7% of parents believe that teachers treat all children equally, 24.1% of parents disagreed with this claim. Most parents (79.3%) agreed that schools which their children attend are trying to reduce all forms of discrimination. Most of the parents (85.7%) agreed that teachers encourage children to support each others.

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Table 61: Attitudes of parents about the school that their child attends Yes My child's school is equipped with the means necessary for adequate implementation of inclusion The school provides parents an opportunity to get involved in school activities My child's school tries to reduce all forms of discrimination Children with disabilities can enroll into this school The school provides me with all important information about my child's progress in timely manner I know who to contact if I am concerned about my child's progress in school I received all the necessary information as soon as my child started going to school My child's needs are clearly understood at school I believe that the content which children learn is compliant with the capabilities of each child My child does not need additional training outside school hours My child is happy in this school Extra-curricular activities (trips, excursions, events etc.) are organized in such a manner so that they are accessible to all children Opinon of parents is respected in the school In this school, my child has all that is needed for raising and education of any child Teachers treat all children equally Teachers encourage children to support each others Teachers provides me with clear instructions on how to help my child learn I can address a pedagogue or psychologist if my child has problems at school

f 352

No Not familiar % F % f % 17.9% 727 37.0% 885 45.1%

1461 1558 1144 1726

73.8% 79.3% 57.8% 86.6%

263 157 240 226

13.3% 257 8.0% 250 12.1% 594 11.3% 41

1874 94.0% 82 4.1% 1798 90.2% 166 8.3%

13.0% 12.7% 30.0% 2.1%

37 30

1.9% 1.5%

1636 82.9% 235 11.9% 102 1082 54.5% 745 37.5% 159

5.2% 8.0%

1079 55.2% 847 43.3% 29 1857 93.7% 101 5.1% 23 1518 76.0% 326 16.3% 153

1.5% 1.2% 7.7%

1504 76.7% 257 13.1% 199 1587 80.4% 301 15.3% 85

10.2% 4.3%

1203 1701 1550 1825

15.2% 10.0% 5.5% 5.5%

60.7% 85.7% 78.2% 91.4%

478 85 323 62

24.1% 4.3% 16.3% 3.1%

301 199 110 109

Parents also responded to a series of statements on inclusion, i.e. about involving children 7 with special educational needs in regular classes. Their responses are shown in Table Error!

Reference source not found..

Around 47% of parents do not agree that our society meets the demands of inclusion.

However, 84% of parents agree that inclusion helps each child to learn and accept diversity.

Furthermore, 72.6% of parents agree with the statement that inclusion increases selfconfidence and independence of children with disabilities.

More than half (58.7%) of surveyed parents agree with the statement that children with disabilities benefit more if they are educated in special schools which are fully adapted to their needs.

Unlike teachers, who stated that presence of a child with disabilities occupies too much of teacher's time, half of surveyed parents do not know how much time during the class teachers dedicate to children with disabilities. Almost equal number of them agree (25.7%) and disagree (23.9%) with the statement that teachers devote too much time to children with disabilities during the class. Some 86.3% of parents believe that educators / rehabilitators should be full-time employed professional associates in regular schools.

Parents mostly agree (54.2%) that children with disabilities can actively participate in class activities. Around 21% of parents believe that children with disabilities disrupt the classes more than other children, 46.4% disagree and 32.7% are not familiar whether this happens.

Most parents (70.7%) believe that children with disabilities are often isolated by other children.

14

Graph121: Children with disabilities are often isolated by other children Graph

Da

70,7

Ne

11,3

Nisam upoznat/a

18 0

20

40

60

80

100

%

Table 71: Attitudes of parents about inclusive education

Inclusion leads to interaction between different groups of children, which enables children to accept diversity Children with disabilities disrupt classes more than other children Our society meets the demands of inclusion (involvement of children with disabilities in regular schools) Children with disabilities can actively participate in class activities Inclusion increases social skills of children with disabilities Inclusion positively affects the development of social skills of children without disabilities Students with disabilities benefit more if they are educated in special schools that are fully adapted to their needs I am concerned that inclusion will negatively affect the education of children without disabilities Students with disabilities have equal rights to regular education as other students Students with disabilities are often isolated by other children Inclusion increases self-confidence and independence of children with disabilities Teachers devote too much time to children with disabilities during the class Inclusion helps each child to learn and accept diversity Educators / rehabilitators should be full-time employed professional associates in regular schools

Yes F % 1395 72.0%

No F 96

% 5.0%

Not familiar F % 447 23.1%

413 20.9% 915 46.4% 646 582 29.5% 937 47.4% 457

32.7% 23.1%

1065 54.2% 405 20.6% 494 1357 70.0% 92 4.7% 489 1363 70.1% 122 6.3% 458

25.2% 25.2% 23.6%

1156 58.7% 349 17.7% 464

23.6%

394 20.2% 1212 62.0% 348

17.8%

1780 90.3%

141

7.2%

1387 70.7% 221 11.3% 353 1411 72.6% 93 4.8% 439

18.0% 22.6%

501 25.7% 466 23.9% 985 1643 84.0% 61 3.1% 251 1695 86.3% 55 2.8% 214

50.5% 12.8% 10.9%

50

2.5%

Differences in attitudes with respect to the level of education The results show that there is a statistically significant difference in the distribution of responses with respect to the level of education of parents.

It is evident that parents with higher level of education (college, university, Master's degree, specialization and disertation) agree to a statistically more significant extent that inclusion increases interaction between different groups of children – which enables children to accept diversity, and that inclusion increases social skills of children with disabilities as well as of children without disabilities, when compared to parents with lower level of education (without primary education, primary and secondary school). The opposite pattern was observed for statements related to whether our society meets the demands of inclusion and concerns that inclusion will negatively affect the education of children without developmental difficulties, where parents with less education agreed more often than those with higher level of education.1 1

Tables are provided in annex.

15

3.3. COMPARATIVE ANALYSIS OF RESPONSES OF TEACHERS AND PARENTS The results indicate a statistically significant difference in the distribution of results between teachers and parents with regard to the contribution of individual factors in the implementation of inclusion in schools1.

Table 81: Relation between: Factors which prevent a better implementation of inclusion in schools, Chi square Yes Category Insufficient skilled personnel Poorly equipped schools (with didactic and methodical aids) Too many students in classes Lack of teaching assistants Insufficient time to devote to all students Insufficient cooperatio n with parents

No

Not familiar Chi square

Degree of freedo m

Pvalu e

25.4%

121.27 1

2

.000

3.0%

27.5%

191.59 9

2

.000

46.1%

1.6%

9.1%

352.42 8

2

.000

9.5%

15.6%

2.1%

20.4%

173.13 7

2

.000

69.0%

6.1%

20.6%

0.8%

10.4%

169.93 9

2

.000

31.3%

47.7%

53.1%

7.1%

15.5%

59.138

2

.000

Teacher s

Parents/guardia ns

Teacher s

Parents/guardia ns

Teacher s

Parents/guardia ns

83.2%

65.8%

10.6%

8.8%

6.2%

84.5%

62.4%

12.4%

10.2%

85.7%

44.9%

12.7%

88.4%

64.0%

93.1%

45.2%

The results show that teachers, more often than parents, cite same factors as reasons which prevent a better implementation of inclusion.

Significantly more teachers (83.2%) than parents (65.8%) believe that insufficient skilled personnel is the reason which prevents the full implementation of inclusion. Furthermore, more teachers (84.5%) than parents (62.4%) believe that poorly equipped schools also hamper the implementation of inclusion.

Some 85.7% of teachers, compared to 44.9% of parents, believe that too many students in classes hamper the full implementation of inclusion. Somewhat smaller, but still significant, difference in responses is also evident with regard to the factor of lack of teaching assistants. Some 88.4% of teachers cite this factor as a reason that prevents the full implementation of inclusion of children with disabilities into regular schools, compared to 64% of parents who believe the same.

1

Reported differences in the distribution of results between teachers and parents/guardians are statistically significant at the level of 1%.

16

Attitudes of teachers and parents on the issue of commitment to students during classes also differ; 93.1% of teachers, compared to 69% of parents, stated that insufficient time for teachers to devote to all students prevents a better implementation of inclusion in their schools.

Attitudes on the issue of cooperation with parents are divided. The distribution of responses is significantly different between teachers and parents, where 31.3% of parents perceive that insufficient cooperation with parents is a factor which prevents inclusion, while 45.2% of teachers agree with this.

From the above, it is evident that there is a difference in perceptions between teachers and parents regarding the factors that prevent a better implementation of inclusion in schools.

Table 91: Relation between: Attitudes about inclusion, Chi square Yes Category Inclusion increases selfconfidence and independence of children with disabilities Inclusion helps students to learn and accept diversity

No

Not familiar

Chi square

Degree of freedom

Pvalue

Teachers

Parents

Teachers

Parents

Teachers

Parents

64.9%

72.6%

14.6%

4.8%

20.6%

22.6%

72.131

2

.000

89.2%

84.0%

4.5%

3.1%

6.3%

12.8%

24.642

2

.000

Parents agreed to a greater extent than teachers that inclusion increases self-confidence and independence of children with disabilities. Both teachers and parents agreed that inclusion helps students to learn and accept diversity.

17

3.4. STUDENTS

1.1 UÄ?enici Basic information The survey included 2.236 students from 54 primary schools in Sarajevo Canton, out of which 49.7% females and 46.6% males.

An average age of children who answered the questionnaire was 10 years, where the lowest age was eight and highest 15 years. The questionnaire was completed mostly by children aged nine (38.4%) and 11 (34.1%).

Graph Graph 131: Age 100 80 60

%

38,4

40

34,1 12,7

20

12,4

0,6

0,6

0,8

0,2

13

14

15

0 8

9

10

11

12

Age

Most children who responded were students of fourth (50.6%) and sixth grade (46.3%).

About children with disabilities Some 87.8% of children stated that they know who the children with disabilities are, while 11.7% stated that they do not know. A total of 67.5% of children stated that there are no children with disabilities in their class, while 31.3% of children attend classes with children with disabilities. Further, 75.6% of students agree that children with disabilities can attend their school, 7% disagree, while 16% stated that they do not know the answer.

Graph Graph 142: Do you know who the children with disabilities are?

Da

87,8

Ne

11,7

NA

0,4 0

20

40

60

%

18

80

100

Graph Graph 151: Does a child with disabilities attend your class?

Da

31,3

Ne

67,5

NA

1,1 0

20

40

60

80

100

% Graph Graph 162: Do you think that children with disabilities can attend your school?

Da, sva djeca mogu ići u moju školu

75,6

Ne

7

Ne znam

16

NA

1,3 0

20

40

60

80

100

%

Some 86.5% stated that they usually feel accepted at school, 4.6% do not know how they feel at school, 4.5% stated that they feel neither accepted nor rejected, and 3% stated that they usually feel rejected.

Graph Graph 173: How do you usually feel at school?

Prihvaćeno

86,5

Odbačeno

3

Ni jedno ni drugo

4,5

Ne znam

4,6

NA

1,3 0

20

40

60

80

100

%

Attitudes towards children with disabilities By surveying students' opinions, the students' attitudes towards students with disabilities were also examined.

19

Most children show a positive attitude towards students with disabilities, although only 45.3% of children stated that they have a friend with disabilities.

Graph Graph 181: I have a friend with disabilities

Da

45,3

Ne

54,7 0

20

40

60

80

100

%

Most students (97.9%) agree that they would help their friend with disabilities in learning new lessons. Same as with teachers, there is an agreement among students that students with disabilities have equal rights to regular education as others, with which 97.2% of children agree.

As for the students' opinions on the inclusion of children with disabilities in education, almost 84% of students believe that children with disabilities shoul enroll into their school, while 16% disagreed with this claim.

Graph Graph 192: I believe that children with disabilities should enroll into my school

Da

83,9

Ne

16,1 0

20

40

60

80

100

%

Some 73.2% of students believe that the inclusion of children with disabilities in their class will have a positive effect on them as well, while 74.6% of students believe that teachers devote enough attention to students with disabilities.

Graph Graph 203: Inclusion of children with disabilities in my class will have a positive impact on me as well

Da

73,2

Ne

26,8 0

20

40

60

80

100

%

Compared to teachers (Graph 8) Graph 8 Compared to teachers Reference source not regarding found.), there is a higher degree of there is a higher degree of(Error! agreement between parents the isolation of children agreement between parents and children regarding of are children with disabilities.

Some 69.6% of students believe that childrenthe withisolation disabilities often with isolated by other children.and children

20

Graph Graph 211: Children with disabilities are often isolated (rejected) by other children

Da

69,6

Ne

30,4 0

20

40

60

80

100

%

Almost 80% of students stated that they would sit at the same desk with a child with disabilities and 90% would invite them to a birthday party, which implies a positive attitude of students towards children with disabilities.

Table Table 101: Attitudes of students towards inclusive education YES I believe that children with disabilities should enroll into my school I have a friend with disabilities I would sit at the desk with a child with disabilities Students with disabilities have equal rights to regular education as other students Inclusion of children with disabilities in my class will have a positive impact on me as well I would invite a friend with disabilities to my birthday party Children with disabilities are often isolated (rejected) by other children I would help my friend with disabilities in learning new lessons I believe that teachers do not devote enough attention to students with disabilities

NO

f 1826 996 1738 2158

% 83.9% 45.3% 79.5% 97.2%

f 351 1202 449 63

% 16.1% 54.7% 20.5% 2.8%

1580

73.2%

579

26.8%

1956 1515 2161

89.4% 69.6% 97.9%

231 661 47

10.6% 30.4% 2.1%

547

25.4%

1607

74.6%

Difference in attitudes with respect to the class that children attend The results show a statistically significant difference in the distribution of responses between children attending fourth and sixth grade. Although this difference is not huge, it is important to note that the attitudes of younger and older children differ to a certain extent.

While 75.9% of fourth grade students believe that the inclusion of children with disabilities in their class will have a positive impact on them too, 70.5% of sixth graders agree with this claim.

Greatest differences existed with regard to whether children with disabilities are often isolated (rejected) by other children, where more sixth graders (76%) stated that they are isolated than did fourth grade students (62.8%).

Although most children stated that they would help their friend with disabilities in learning new lessons, this percentage is somewhat higher among students of fourth grade (98.8%).

As for the attention that teachers devote to students with disabilities, 29.4% of six grade students believe that teachers do not devote enough attention to students with disabilities, while 21.1% of fourth grade students share this opinion.

Table Table 112: Difference in attitudes with respect to the class that children attend YES

NO

Chi square

Degrees of freedom

P-value

21

Grade Inclusion of children with disabilities in my class will have a positive impact on me too Children with disabilities are often isolated (rejected) by other children I would help my friend with disabilities in learning new lessons I believe that teachers do not devote enough attention to students with disabilities

4

6

4

6

75.9%

70.5%

24.1%

29.5%

7.612

1

.003

62.8%

76.0%

37.2%

24.0%

42.491

1

.000

98.8%

96.8%

1.2%

3.2%

10.796

1

.001

21.1%

29.4%

78.9%

70.6%

19.145

1

.000

3.5 School life 1.1

Within this research, parents also responded to the question whether their child complains about specific situations from school life. From the total number of parents (2.026), 297 responded positively to this question (Table 1). Parents who responded positively had the opportunity in the next question to present what it is that worries their children, and 266 parents provided the answers.

Graph Graph 221: Does your child ever complains about specific situations from school life?

Da

14,7

Ne

83,1

NA

2,2 0

20

40

60

80

100

% Table Table 121: Does your child ever complains about specific situations from school life?

Yes No N/A Total

f 297 1684 45 2026

% 14.7 83.1 2.2 100

Comments of parents By analyzing the parents' responses to the question What worries your child?, where parents cited a series of specific situations from students' school life, four domains have been identified according to the most frequent responses: teacher-student relationships, student-student relationships, teaching content and objective conditions, and the attitude of school administration. The responses are numerically coded within the stated domains. In order to register the response under a specific domain, it was necessary to detect some aspect of that domain in parents' comment. This also means that comments were coded under multiple domains. Quantification also included the statements that contained information which did not fall under any of the above categories (Other), which makes a total of 266 recorded parents' responses.

22

The table below shows the frequency of responses within the specified domains of responses, where it can be seen that – according to the comments of parents – students most frequently complain about relations among students. So, 74 parents stated that students are concerned about the teacher-student relationship, while 40 parents cited in their comments that their children are worried about teaching contents and objective conditions in schools. Eight students reported to their parents that they are concerned about the attitude of the school administration towards school life.

Table Table 131: What worries your child? f Teacher-student relationships

74

Student-student relationships Teaching content and objective conditions

126 40

Attitude of school administration

8

Other

18

Total responses

266

TOTAL

2026

Student-student relationships Most parents (126) stated that their child is most worried about relationships between students at school. Parents cited a series of specific situations, almost all of which fall into some form of peer violence.

Most frequently reported are forms of emotional / psychological violence such as rejection, various forms of insults, calling names, provocations, everyday disruptions in classes or at breaks between classes, intimidation, mocking and ignoring. Student reported various forms of social violence to their parents: most often it is the separation of students based on differences, isolation, non-socializing, ignoring and non-acceptance on any basis, exclusion from peer groups and various social activities. Besides violence, discrimination based on financial status and physical appearance of students is reported.

Students often tell parents about physical forms of violence, usually fights between students.

Two categories of students were singled out in comments as participants in the abovementioned forms of behavior: older students and children with disabilities. Older students harass or provoke younger students. In statements of parents, children with disabilities are cited as both victims and perpetrators of violent forms of behavior. Parents' statements show the concern of children for their peers with disabilities who are not accepted, but also concerns of parents because of lack of adequate support and help to children with disabilities. Cases of violent behavior of children with disabilities were also cited, as well as students' fear of „sudden reactions“, indicating that children are not sufficiently familiar with characteristics of children with disabilities.

23

Does your child ever complain about specific situations from school life? If so, please write what worries your child? „My child told me about situations in which a child with disabilities, although not wrong, is being attacked and judged by most of the children.“ „When children with disabilities behave strangely with certain „outbursts“ such as hysteria, screaming, throwing things etc.“ „Contact with an hyperactive child of whom he is a bit afraid and fears sudden reactions.“ „Some children provoke children with disabilities, and sometimes it turns into a mild harassment.“ „Sometimes a strange behavior of students with disabilities, in terms of unwarranted aggression towards other children.“ „Mood swings, aggressiveness, incapacity of children with disabilities. I think that these children deserve more attention and skilled personnel.“ „A child with disabilities attends the same class as my child, and had hit her three times, my child is scared.“ „Fights between boys, fear of injury, reactions, in some situations, of a child with disabilities and how to act in such a situation. Concern over reactions of other children towards the child with disabilities.“ „Visually impaired student, with higher diopter, is aggressive and restless. Teachers devote more time to him than to other children.“ „He is worried about non-acceptance of children with disabilities, or Roma children, by other children.“ „Violent behavior of children with disabilities, obviously caused by inappropriate tratment and attitude of the environment towards them, is disturbing. The situation is alarming, children are afraid!“

Teacher-student relationships 74 parents, of the total number of parents (2.026) who completed the Questionnaire for parents, stated that their child is most concerned about the teacher-student relationship.

Parents' statements categorized under the domain of teacher-student relationships provide a broder picture of specific situations that students are most concerned about regarding the mentioned relationship.

Children mostly complain to their parents that some teachers do not treat all students equally. Students are concerned when a teacher favors some children more, they notice that some children are privileged and they consequently fear rejection.

Unequal treatment mostly reflects in grading of students. Children told their parents that unfair, incorrect and biased grading of written and oral assignments is a factor that worries them, and mentioned uneven grading criteria as a result of the said favoritism towards some students.

Students also tell their parents that some teachers devote insufficient attention to some students, that they only work with excellent students, while students who have difficulties 24

in mastering the curriculum are neglected. Students are concerned about insufficient commitment of teachers in explaining lessons as well as about the manner in which teachers transfer the knowledge to children, implying the insufficient effort of teachers in explaining lessons and inability of teaching staff to attract students' interest in classes.

Parents also stated that students are concerned that teachers give in more to children with difficulties, but also with situations in which teachers are burdened with the program and work with children with disabilities.

In parents' statements there is also a concern of students due to disregard for their opinions – some teachers do not allow children to express themselves as they want and to express their opinion.

It is a worrisome situation when teachers do not allow children to express certain things the way they experienced them, but children always have to accept what is imposed.

Teaching content and objective conditions The domain Teaching content and objective conditions refers to the basis of learning as well as to the facilities and teaching equipment which affect the learning directly or indirectly.

Some 40 parents' responses fall into the said domain, and analysis of responses revealed that students are most concerned about the large volume of curriculum and fast pace of learning, along with grades they will receive; students are concerned whether they will manage to complete all duties. They are concerned about the system of knowledge assessment and curriculum which is not adapted to students.

As for the objective conditions, parents stated that poorly equipped schools concern students. Parents also cited students' concerns about the lack of teaching assistants who would help their teachers.

School administration As for the students' concerns over school administration, it is most often stated that school administration does not react to developments at school with regard to violent incidents.

25

4.ANNEXES Table Table 141: Inclusion leads to interaction between different groups of children, which enables children to accept diversity

Without primary education

Elementary school

Secondary school

College Level of education University

Master's degree

Specialization

Ph.D.

Total

Yes

No

Not familiar

Total

5

0

5

10

50.0%

100.0%

32

82

39.0%

100.0%

337

1151

29.3%

100.0%

25

147

17.0%

100.0%

32

406

7.9%

100.0%

8

71

11.3%

100.0%

2

23

8.7%

100.0%

2

24

% 91.7% 0.0%

8.3%

100.0%

f

443

1914

23.1%

100.0%

f

% 50.0% 0.0% f

43

7

% 52.4% 8.5% f

750

64

% 65.2% 5.6% f

114

8

% 77.6% 5.4% f

361

13

% 88.9% 3.2% f

60

3

% 84.5% 4.2% f

20

1

% 87.0% 4.3% f

22

1375

0

96

% 71.8% 5.0%

Table Table 152: Inclusion increases social skills of children with disabilities

Without primary education

Elementary school

Secondary school

Level of education

College

University

Master's degree

Specialization

f

Yes

No

Not familiar

Total

5

0

5

10

50.0%

100.0%

31

87

35.6%

100.0%

348

1151

30.2%

100.0%

33

149

22.1%

100.0%

52

401

13.0%

100.0%

9

70

12.9%

100.0%

5

22

22.7%

100.0%

% 50.0% 0.0% f

48

8

% 55.2% 9.2% f

746

57

% 64.8% 5.0% f

108

8

% 72.5% 5.4% f

333

16

% 83.0% 4.0% f

59

2

% 84.3% 2.9% f

17

0

% 77.3% 0.0%

26

Ph.D.

Total

f

22

0

2

24

% 91.7% 0.0% 8.3% 100.0% f

1338

91

485

1914

% 69.9% 4.8% 25.3% 100.0% Table Table 161: Inclusion positively affects the development of social skills of children without disabilities

Without primary education

Elementary school

Secondary school

College Level of education University

Master's degree

Specialization

Ph.D.

f

No

Not familiar

Total

6

0

4

10

40.0%

100.0%

29

88

33.0%

100.0%

331

1151

28.8%

100.0%

32

150

21.3%

100.0%

49

406

12.1%

100.0%

4

69

5.8%

100.0%

3

21

14.3%

100.0%

3

24

12.5%

100.0%

455

1919

23.7%

100.0%

% 60.0% 0.0% f

47

12

% 53.4% 13.6% f

744

76

% 64.6% 6.6% f

113

5

% 75.3% 3.3% f

335

22

% 82.5% 5.4% f

61

4

% 88.4% 5.8% f

17

1

% 81.0% 4.8% f

21

0

% 87.5% 0.0% f

Total

Yes

1344

120

% 70.0% 6.3%

Table Table 172: I am concerned that inclusion will negatively affect the education of children without disabilities

Without primary education

Elementary school

Secondary school Level of education

College

University

Master's degree Specialization

f

Yes

No

Not familiar

Total

3

4

3

10

30.0%

100.0%

23

90

25.6%

100.0%

224

1156

19.4%

100.0%

28

153

18.3%

100.0%

52

405

12.8%

100.0%

5

70

7.1%

100.0%

5

23

% 30.0% 40.0% f

24

43

% 26.7% 47.8% f

260

672

% 22.5% 58.1% f

34

91

% 22.2% 59.5% f

53

300

% 13.1% 74.1% f

10

55

% 14.3% 78.6% f

4

14

27

% 17.4% 60.9% 21.7% 100.0% Ph.D.

Total

f

1

19

3

23

% 4.3% 82.6% 13.0% 100.0% f

389

1198

343

1930

% 20.2% 62.1% 17.8% 100.0%

Table Table 181: Teachers devote too much time to children with disabilities during the class

Without primary education

Elementary school

Secondary school

College Level of education University

Master's degree

Specialization

Ph.D.

Total

F

Yes

No

Not familiar

Total

5

3

2

10

20.0%

100.0%

27

91

29.7%

100.0%

584

1163

50.2%

100.0%

79

150

52.7%

100.0%

226

399

56.6%

100.0%

33

67

49.3%

100.0%

9

23

39.1%

100.0%

15

23

65.2%

100.0%

975

1926

50.6%

100.0%

% 50.0% 30.0% F

45

19

% 49.5% 20.9% F

313

266

% 26.9% 22.9% F

36

35

% 24.0% 23.3% F

80

93

% 20.1% 23.3% F

9

25

% 13.4% 37.3% F

6

8

% 26.1% 34.8% F

1

7

% 4.3% 30.4% F

495

456

% 25.7% 23.7%

28

What worries your child (domain student-student relationships)?

Mostly upbringing of other children and relations with teachers.

Unsociability, indecency of children. Other children are very cruel, they insult, and worst thing is that they have parents' support.

They don't help each others.

Inappropriate behavior of individuals from higher grades.

Aggressive and unadjusted behavior of some students.

Aggressive behavior of some children and inapproriate communication (vulgarity and profanity) among peers (insults).

Aggressiveness of some children.

Aggressiveness of some children. School administration (pedagogues, psychologists and principal) do not react to such things at all.

Insolence, violence at school, non-cooperation of the principal (in order to preserve school's image).

He is afraid that he is going to get hurt again by a child with disabilities, as this child is very aggressive at moments and has hurt several children in the class, even some teachers earlier. He was kicked out from the previous school beacuse he stabbed a child's hand with the caliper etc. How much the safety of other children is endangered by inclusion, what's the quality of education etc? I'm not against inclusion, but what about the right of other children to safe and carefree childhood, and who protects them in these extreme situations?

They are concerned about same things as their peers: will they be able to respond to demands of teachers and parents, will they be accepted by their peers in certain situations.

He often complains about relations among students.

Strange behavior of some students, these students tease or behave in such a way as to disrupt others.

That he will not be able to show his real knowledge, fear of rejection by classmates and the teacher.

That she is not properly accepted by her friends.

29

Yes, she complains constantly. The school „Izet Šabić“ has no fence. My child is worried about the presence of older students and former students of the school, who harass them. And not only students, there is a fear of stray dogs that walk freely around the school yard (there is actually no yard), meaning they are in front of the school. Child is not safe. I think that a fence would mean a lot, but we also know that these are just our desires. This is just one reason but, believe me, there are many.

Child is scared and sad every day because of the events in the classroom and outside of it.

My child told me about situations in which a child with disabilities, although not wrong, is attacked and judged by most children.

Children...

Physical assaults of older children, both physical and psyhological harassment with various comments and improper suggestions.

Also, children of his age who think they are superior to other children.

Pushing and kicking, teasing, swearing etc.

Harassment by other students; no reaction to that by school employees, and more attention is given to troubled students. And same students have more privileges in grading.

Still, I use the opportunity to point to the inappropriate behavior of some students and parents in the school such as swearing, quarreling, fighting and threats. I believe it's unacceptable to tolerate such behavior and it is a duty of school management to do something about these issues. In such an environment the question should be raised whether it is possible to achieve progress in terms of final introduction of inclusive education, which is the case in most countries for many years.

Mocking and teasing because of obesity.

When children with disabilities behave strangely with certain „outbursts“ such as hysteria, screaming, throwing things etc.

Contact with an hyperactive child of whom he is a bit afraid and fears sudden reactions.

Stealing wallets, arguments, insults, provocations between children, concern about physical conflict by some older student from school.

Bad behavior of some students and impossibility of solving that problem.

Group bullying the individual, he himself is against it but cannot influence it. Teachers are also familiar with it. These are forms of violence, abuse of students by other students.

Relations among children are such that they often clash physically.

My child is concerned over the separation of some students from others, they are not different from my child.

My child is often depressed because of intolerance, disunity but also the harassment by peers in the classroom; verbal abuse happens on daily basis; frequent physical abuse also worries me; there are evident and often underlined differences between children – and not only social differences. In all of the above I do not see the sole one-hundred-percent responsibility of school and its employees, but rather a responsibility – that is irresponsibility – of us individuals, lack of upbringing and good behavior in the family.

My child is an exemplary, active, excellent student and calm by nature, and mischievous students bother him very much. Bad students often disrupt him in the class, at breaks and in the classroom.

My child is stunned by the behavior and upbringing of children, who are not children with disabilities.

My child is most concerned over attitudes of children, insults and exclusion from the game, and that does not include children with disabilities.

My child is most concerned because others disrupt him in the class and he cannot concentrate on lessons because of other children. He is very active and wants to learn, however he has a problem because of other children and I sincerely hope that this will be solved so that children can learn and be uninterrupted in the class.

My child complains that everyone in the school provoke him and he has to defend himself. As for as the teacher is concerned, he is always guilty because she believes what others say. She should pay some more attention to all children in the class.

My child is most concerned about improper behavior of some students, swearing and mutual insults.

My child often comes home worried about some minor quarrels with a group of boys from his class. They often reject him because his way of thinking is very often different from the majority. There were many changes of teachers in this class and my son did not accept those changes very well, but with the help of parents he overcame these problems.

My child is worried about communication between students, he often complains about various insults and similar aggressive behavior of children. Disruption of classes by some students!

My child is concerned about the attitude of other children toward her, and eve the cruelty of other children. The cases of a child being humane to a child are rare.

My child is concerned about quarrels between classmates, which culminate with fights.

My child is concerned when children swear and fight...

My child is concerned about being rejected by classmates.

My child, same as us, is concerned about violence among students and their behavior.

Bad behavior of some students.

Usually grades and sometimes relationships among children.

He most complains about relations between children during class breaks, which most often end in quarrels.

Violent behavior of boys.

Violent behavior of other students and intentional infliction of mental and physical pain, verbal abuse, psychological intimidation, inexcusable behavior.

Violent and inappropriate behavior of some students, (some) teachers' preference of some students.

Violent behavior of certain number of children. Disrespect of each other etc.

Violent behavior of older students towards younger.

Non-acceptance by classmates, conflicts in the class.

Does not complain about the work of professional staff but usualy about some disputes and omissions among children.

Indiscipline, arrogance and insolence of individuals, their nonrecognition of authority (teachers) and their non-punishment, is why the quality of education suffers.

Improper behavior of individuals toward her.

Insufficient attention of the teacher and lack of true friendship and understanding between children at school.

Insufficient socializing among peers.

Insufficient conversation with children and socializing, more leisure activities.

Some children with disabilities have difficulties to participate in classes and they sometimes threaten other students. This does not apply to all students with disabilities.

Some small things about behavior of classmates towards her.

Rudeness, swearing and inappropriate behavior of students of higher grades.

Strange and unpredictable behavior of student Adi, disturbed behavior.

Lack of upbringing and culture of individuals.

Non-acceptance by classmates, rejection...

Inappropriate behavior (quarrels, fights etc.) of some students.

Inappropriate behavior of other students.

Inequality between children who feel stronger and more secure than weaker children from lower grades or with less selfconfidence.

Disregard of children's opinion, inequality of all children, aggressivity of some children as well as of some teachers towards children, some parents' friendship with teachers reflect to their grades. Without shame and concealment but rather openly in front of other children.

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Attitudes of students from upper-class families, children who are better off financially, towards my child. Like: „I have this, I can afford this and that, you don't and you can't because your parents have no money.“ He feels rejected because a group of boys do not include him in the game (soccer), he never gets elected as a leader, as I think he is not imposing enough. The teacher is excellent, cheerful and positive, but it is not good that a class has more than 20 students. For inclusion of children with disabilities it would be good that there are less than 20 of them.

Some children provoke children with disabilities, and sometimes it turns into a mild harassment.

Certain behaviors of children with disabilities.

Some teachers do not explain lessons sufficiently, and excessive aggressivity, unadjusted behavior and disrespect for diversity (religion) of other children is worrying.

Behavior of some students, carelessness and negligence of parents towards their children, insensitivity and lack of understanding.

Behavior of children, swearing, bad words, fighting.

Behavior of other children and disruptions in the class.

Behavior of some students toward other students, swearing, physical violence, theft etc.

Behavior of students during the active work in class, refusal of some students' participation in joint activities.

Occasional small injustice, grouping of children who dominate the company and are inaccessible to other children.

Sometimes about mutual inappropriate behavior of children, and sometimes about insufficient teachers' effort to explain the lessons.

Sometimes about strange behavior of children with disabilities, in terms of unwarranted aggression towards other children.

Sometimes he complains about neglect, marginalization or inequal treatment.

Occasional disagreements with peers.

Too extensive curriculum, peer conflicts...

Too much violence and bad words.

Mood swings, aggressiveness, incapacity of children with disabilities. I think that these children deserve more attention and skilled personnel.

Irritable behavior of students, bad manners, insensitivity. Luckily, these are still only certain students.

Differences between children and classing of children.

Differences between children.

Various provocations by arrogant children about their physical appearance, social and financial situation, envy of success. It affects confidence of young children and weakens their will to progress.

Various forms of violence among peers.

A child with disabilities attends the same class as my child, and had hit her three times, my child is scared.

Social and economic differences among children.

Everyday violence by students, late or no reaction of school employess to violence, inequal attitude of teachers toward students – especially when grading them, teachers are not willing to help a student who doesn't understand the lesson immediately, for them the student is stupid and didn't pay attention in class. The latter worries me, because I have a child who has completed primary school.

More and more aggresion among school children.

Quarrels and provocations by children of older age.

These are petty comments, children's jealousy.

Fights between boys, fear of injury, reactions, in some situations, of a child with disabilities and how to act in such a situation. Concern over reactions of other children towards the child with disabilities.

Fights and resentment among schoolmates.

Children with disabilities are in the same class with him, but they do not get enough attention and help from some classmates.

Visually impaired student, with higher diopter, is aggressive and restless. Teachers devote more time to him than to other children.

Placing certain individuals and groups above others, others and different, accompanied by insults, humiliation and ridicule.

Verbal bullying.

More understanding among children, support and socializing would be great, rather than separation by grades and status. It's a result of parents' upbringing, which is sad because children are – children.

Peer violence, more of a verbal type than physical.

He is worried about non-acceptance of children with disabilities, or Roma children, by other children. My child believes we are all equal.

She is concerned about avoidance and ignorance of some children (girls). She says that this does not happen with boys.

She is concerned when other children provoke her and tell her bad words, and at the end my child gets blamed for everything.

I am concerned about violent behavior of a child with disabilities, which this child sometimes manifests.

Violent behavior of children with disabilities, obviously caused by inappropriate tratment and attitude of the environment towards them, is disturbing. The situation is alarming, children are afraid!

Attitude of students toward their peer who came from another place is worrying.

Behavior of other students is worrying.

Teasing of other children in the class, sometimes even cruelty of children towards each other.

Because of provocations and disruptions by other children.

Because of the teasing of some classmates, sometimes he cannot focus enough in the class.

He complains that bigger older children are more aggressive towards younger children.

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