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Discomfort in contacts with people with disabilities is central when it comes to negative attitudes towards them. The aim of this paper is to determine the level of discomfort in interactions with persons with disabilities in students of the study program Special Education and Rehabilitation of Persons with Mental Disabilities. The study included 30 students of the final year. The age of the respondents ranged from 22 to 29 years (AS = 22.69, SD = 1.47). The level of discomfort was assessed using the Interaction with Disabled People Scale. The average value on the scale as a whole (M = 2.76, SD = 0.44) suggesting that the students feel somewhat comfortable in the interaction with people with disabilities. The results obtained on the subscale Discomfort and Fear (M = 1.61, SD = 0.44) indicate a low level of discomfort, while the results on the subscale Empathy (M = 4.27, SD = 0.78) indicate the existence of a somewhat high level empathy in the respondents. The results of the study are encouraging when it comes to attitudes regarding interaction with people with disabilities. This finding is important not only because of the future work with these people, but also because of the potential impact that future professionals in the field of special education will have on the social environment of people with disabilities. Nelagodnost u kontaktima s osobama s ometenošću zauzima centralno mesto kada su u pitanju negativni stavovi prema njima. Cilj ovog rada je da se utvrdi nivo nelagodnosti u interakcijama s osoba- ma s ometenošću kod studenata studijskog programa Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju. Istraživanjem je obuhvaćeno 30 studenata završne godine. Starost ispita- nika je bila u opsegu od 22 do 29 godina (AS = 22,69, SD = 1,47). Nivo nelagodnosti procenjen je primenom Skale interakcije s osobama s ometenošću. Dobijena prosečna vrednost na Skali u celini (AS = 2,76, SD = 0,44) sugeriše da se studenti osećaju donekle prijatno u interakciji s osobama s ometenošću. Rezultati dobijeni na podskali Nelagodnost i strah (AS = 1,61, SD = 0,44) ukazuju na nizak nivo nelagodnosti, dok rezultati na podskali Empatija (AS = 4,27, SD = 0,78) upućuju na postojanje donekle visokog nivoa empatije kod ispitanika. Rezultati sprovedene studije su ohrabrujući kada su u pitanju stavovi u pogle- du interakcije s osobama s ometenošću. Ovakav nalaz je značajan ne samo zbog budućeg rada s ovim osobama, već i zbog potencijalnog uticaja koji će budući pro- fesionalci u oblasti specijalne edukacije imati na socijalno okruženje osoba s ometenošću.

U Srbiji je krajem 2009. godine donet Zakon o osnovama sistema obrazovanja i vaspitanja koji jasno favorizuje inkluzivno obrazovanje. S druge strane, dominiraju mišljenja da uspešna implementacija bilo koje inkluzivne politike u mnogome zavisi od pozitivne orijentacije edukatora prema njoj. Istraživanja pokazuju da se na stavove nastavnika može uticati tokom njihove obuke. Poboljšanje stavova kada su u programe studija uključeni inkluzivni sadržaji odnosi se na nastavnike redovne nastave, ali i na specijalne edukatore. Skorašnjom reformom Fakultet za specijalnu edukaciju i rehabilitaciju (FASPER) Univerziteta u Beogradu je ove sadržaje uveo u planove i programe studija. Cilj ovog istraživanja je da ustanovi da li tokom završne godine osnovnih studija dolazi do promene stavova studenata FASPER-a, studijskog programa Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju, prema inkluzivnom obrazovanju. Uzorak se sastoji od 31 studenata FASPER-a. Studenti su popunjavali Skalu za procenu stavova prema inkluzivnom obrazovanju (Wilczenski, 1992) na početku 7. i na kraju 8. semestra. Gemeralno, rezultati pokazuju da je došlo do značajnog poboljšanja stavova studenata prema obrazovnoj inkluziji učenika sa posebnim obrazovnim potrebama (t = -2,115, p < 0,05). Ipak, dalja analiza pokazuje da je ova promena statistički značajna samo kada je u pitanju poboljšanje stavova prema uključivanju u redovno obrazovanje učenika čiji je govor teško razumljiv (t = -2,530, p < 0,01), kao i onih koji imaju teže oštećenje vida (t = -2,115, p < 0,05) ili sluha (t = -2,716, p < 0,05). Iako se registruje značajno poboljšanje stavova budućih oligofrenologa prema inkluzvnom obrazovanju tokom poslednje godine studija, ove promene nisu sveobuhvatne i odnose se samo na pojedine kategorije ometenosti. The Law on the fundamentals of the education system, which clearly supports inclusive education in Serbia, came into force in late 2009. On the other side, there is a dominating opinion that successful implementation of any inclusive policy mostly depends on educators positive orientation towards it. The studies show that the teacher’s attitudes may be altered in the course of training. The improvement of attitudes in curricula with inclusive content included is oriented not only to regular teachers but also to special educators. Recent reform of the Faculty for Special Education and Rehabilitation (FASPER) University of Belgrade incorporated these contents in curricula. The aim of this research is to determine possible changes in attitude towards inclusive education of FASPER students, attending studies of Specal eduaction and rehabilitation of persons with disabilities in mental developement. The sample consisted of 31 FASPER students and the Attitudes Towards Inclusive Education Scale, ATIES (Wilczenski, 1992) was applied at the end of the 7th and the beginning of the 8th semester. Statistical analysis of the scale shows siginificant improvement of attitudes of students towards inclusive education of pupils with special educational needs (t = -2.115, p < 0.05). However, further analysis revealed that the change was statistically significant only in case of attitudes towards inclusion in regular education of pupils with speech difficulties (t = - 2.530, p < 0.01), as well as vision (t = -2.115, p < 0.05) and hearing impairement (t = - 2.716, p < 0.05). Although there is significant improvement in attitudes of future special educators towards persons with disabilities in mental development during the last year of studies, these changes referred only to certain categories of disability.

Stavovi predstavljaju sistem procene, osećanja ili tendencije prema određenoj osobi ili pojavi. Oni mogu biti pozitivni ili negativni, što zavise od mnogo različitih faktora kao što su: nivo obrazovanja, socijalni i kulturni kontekst, životno iskustvo, profesija i sl. Cilj ovog istraživanja je bila procena stavova studenata prema osobama sa intelektualnom ometenošću i to u četiri oblasti: integracija-segregacija, socijalna distanca, lična prava i suptilno neprijateljstvo. Uzorak je obuhvatio 678 studenata, oba pola, koji studiraju na različitim fakultetima Univerziteta u Beogradu. U prikupljanju podataka primenjen je Inventar za procenu stavova prema osobama sa intelektualnom ometenošću. Dobijeni rezultati pokazuju da postoji razlika u kvalitetu stavova prema ovim osobama između studenata različitih fakulteta u sve četiri procenjene oblasti socijalne participacije. Attitudes can be determined as a system of estimation, feelings and tendencies toward certain persons or phenomena. They can be either positive or negative, depending on various factors such as educational level, social and cultural context, life experience, and profession. The objective of this research was to estimate the attitudes of students toward persons with intellectual disability in four domains: integration-segregation, social distance, private rights and derogatory beliefs. The sample consisted of 678 students, of both sexes, who attended different faculties at the University of Belgrade. Their attitudes were assessed by Mental Retardation Attitude Inventory. The results obtained revealed a significant difference between students who attended different faculties regarding their attitudes toward these persons in all estimated fields of social participation.

Stavovi izražavaju dispozicije koje čine da se ponašamo na određeni, stereotipni, pa prema tome, i predvidljivi način. Važnost izučavanja stavova prema osobama sa intelektualnom ometenošću bazira se na pretpostavci da je diskriminatorsko ponašanje prema ovim osobama uglavnom uslovljeno negativnim stavovima. Cilj ovog istraživanja je da se ispita faktorska struktura dve skale za procenu stavova prema osobama sa intelektualnom ometenošću: Skale za procenu stavova prema životu osoba sa intelektualnom ometenošću u zajednici, kao i Inventara za procenu stavova prema osobama sa intelektualnom ometenošću. Uzorak je činilo 678 studenata Univerziteta u Beogradu, oba pola, starosti između 18 i 34 godine. Svi ispitanici su odgovorili na pitanja obuhvaćena navedenim skalama, a osim toga su popunili i Marlo-Kraun Skalu socijalno poželjnih odgovora. Za svaku od podskala izvršena je faktorska analiza, s tim što je ekstrakcija faktora izvršena metodom analize glavnih komponenti bez rotacije. Dobijeni podaci pokazuju da svaka podskala predstavlja samo jedan faktor, što znači da ajtemi obuhvaćeni jednom podskalom zaista konstituišu originalne podskale. Attitudes reflects a disposition to behave in certain manner, usually stereotypical and, hence, predictable. The importance of studying attitudes towards persons with intellectual disability is predicated upon assumption that possible discriminative behaviour could be directed by negative attitudes.The objective of this research was to determine factor structure of two scales of attitudes toward persons with intellectual disability: Community Living Attitudes Scale and Mental Retardation Attitude Inventory. The sample consisted of 678 students of Belgrade University, of both sexes, aged from 18 to 34. All of them filled out scales mentioned above and the shortform of Marlowe-Crowne Social Desirability Scale, as well. Factor analysis was performed for each of the subscales and factor extraction was done by analysis of the main components without rotation. The obtained results show that each subscale represents only one factor, which means that certain items constitute original subscales.

Despite the fact that eugenic movement had great impact upon persons with intellectual disability, there is sparse evidence on attitudes toward eugenics to the treatment of people with low intellectual functioning. One of the empirically based scales for measurement of such construct is The Scale of Attitudes toward Mental Retardation and Eugenics (AMRE; Antonak et al. 1993). It is a 32-item measure tapping beliefs about the reproductive rights of people with intellectual disability. The objective of this research was to determine internal consistency and factor structure of the AMRE in order to establish its applicability in our society. The sample consisted of 678 students of Belgrade University, of both sexes, aged from 18 to 34. Internal consistency was determined by Cronbach's alpha, while factor extraction was done by analysis of the main components without rotation. It was found that coefficient alpha internal consistency index based on item variances was 0.89. The obtained results also show that the Scale represents only one factor, which means that certain items constitute original scale. Uprkos činjenici da je eugenički pokret imao ogroman uticaj na osobe sa intelektualnom ometenošću, nema mnogo podataka o stavovima prema eugeničkom tretmanu osoba sniženih intelektualnih sposobnosti. Jedna od empirijski zasnovanih skala za merenje takvog konstrukta je Skala za procenu stavova prema mentalnoj retardaciji i eugenici (Antonak et al. 1993). Ova skala se sastoji iz 32 ajtema kojima se ispituju uverenja vezana za reproduktivna prava osoba sa intelektualnom ometenošću. Cilj ovog istraživanja je da utvrdi internu konzistentnost i faktorsku strukturu Skale kako bi se ustanovila mogućnost njene primene u našoj sredini. Uzorak čini 678 studenata Univerziteta u Beogradu, oba pola, uzrasta između 18 i 34 godine. Interna konzistentnost je ispitana izračunavanjem Kronbahovog alfa koeficijenta, dok je ektrakcija faktora izvršena analizom glavnih komponenti bez rotacije. Vrednost Kronbahovog alfa koeficijenta zasnovana na varijansi ajtema iznosi 0,89. Dobijeni rezultati takođe pokazuju da je Skala zasićena samo jednim faktorom, tako da pojedinačni ajtemi konstituišu originalnu skalu.

Cilj ovog rada je da se utvrde stavovi uzorka opšte populacije prema osobama sa bolestima zavisnosti - alkoholizmom i narkomanijom. Uzorkom je obuhvaćeno 336 ispitanika, oba pola, starosti iznad 16 godina. Za procenu stavova je korišćen upitnik Stavovi prema osobama sa mentalnim bolestima. Analizom rezultata nisu utvrđene statistički značajne razlike stavova prema bolestima zavisnosti među ispitanicima različitog pola. Starost se pokazala kao značajan činilac samo na konstruktu koji se odnosi na mogućnost oporavka osoba sa alkoholizmom (p=0,040). Srednje vrednosti rezultata najmlađe i dve starije grupe ispitanika pokazuju tendenciju ka stavu da osobe sa alkoholizmom nikada ne mogu da se u potpunosti oporave. Utvrđene su statistički visoko značajne korelacije svih konstrukata kojima se izražavaju stavovi prema osobama sa alkoholizmom i narkomanijom (p

In the Republic of Croatia, rights of people with disability as well as their right for higher education are ruled with numerous provisions such as The Constitution of the Republic of Croatia, Convention on the Rights of Persons with Disabilities that Croatia also signed and National Strategy for Equalization of Opportunities for Persons with Disabilities 2007-2015. All universities in the Republic of Croatia have incorporated provision from Law on Science and Higher Education where it is stated that all students have the right on high quality education and education process that is specified in the program. Numerous obstacles that students with disabilities encounter during their studying and that are connected with their disability and unequal treatments don’t allow to students with disabilities to realise their right to study in accordance with their wishes and possibilities. Reasons for a very small number of students with disabilities at our universities are still incomplete law solutions that students constantly draw attention to and teachers and administrative staff who are unprepared for the work with the disabled students. In accordance with the above stated and with the experience of working with people with disabilities, Faculty of Medicine Rijeka has started a project of the inclusion of students with disabilities into our University. The aim of this project is the organisation of a model for providing support during the education of the disabled students at Faculty of Medicine Rijeka. It is foreseen that organisation and implementation of this model will assure preconditions for systematic support of students with disabilities at our faculty. By presenting project results, preconditions for the implementation of this model on other universities will be formed and its aim will be to accept specificities of individual needs of every student with the disability.