Comparison of attitudes of children with typical development toward children with disabilities in 2012 and 2017

Introduction. The introduction of inclusive education in Serbia, as well as lack of studies in our country exploring aspects of inclusive education, are the main reasons for conducting research in this area. The views of peers of children with disabilities with who they are in constant contact have a great influence on the process and outcome of inclusion. Objective. To present the views of children of typical development towards children with disabilities at two time and space points (2012 and 2017). Method. The study presents a cross-sectional study conducted on two occasions, in 2012 and in 2017. It was conducted on the territory of Belgrade in three primary schools. The survey included a group of typical development students in grades I through IV (a total of 1,127 students, of which 586 in 2012 and 541 in 2017). The research instrument is a self-assessment questionnaire of 11 questions, previously used in a survey conducted within the project of the Institute for Educational Research in Belgrade. Results. Attitudes of typical development children towards children with disabilities in 2017 are different from those of typical development children in 2012 in terms of knowing, socializing and working with children with disabilities. Other aspects of the relationship remained unchanged. More children in 2017 reported knowing a child with developmental disabilities than in 2012. Attitudes of children of typical development, teachers, and peers to children with disabilities were overwhelmingly estimated to be good, but compared to 2012 and 2017 - the estimates were more negative in 2017 compared to 2012. Conclusion. The results of the research indicate that the attitude of typical development students towards children with disabilities at the age of five is still positive but also changed in certain aspects, which may be the basis for continued inclusion in our country and in our country.
Uvod. Uvođenje inkluzivnog obrazovanja u Srbiji kao i nedostatak studija u našoj zemlji koji istražuju aspekte inkluzivnog obrazovanja, predstavljaju osnovne razloge za sprovođenje istraživanja u ovoj oblasti. Stavovi vršnjaka dece sa smetnjama u razvoju sa kojima su oni u kontinuiranom kontaktu veoma mnogo utiču na proces i ishod inkluzije. Cilj rada. Prikaz stavova dece tipičnog razvoja prema deci sa smetnjama u razvoju u dve vremenske i prostorne tačke (2012. i 2017. godina). Rezultati. Stavovi dece tipičnog razvoja prema deci sa smetnjama u razvoju u 2017. godini drugačiji su u odnosu na stavove dece tipičnog razvoja iz 2012. godine u pogledu poznavanja, druženja i rada se decom sa smetnjama u razvoju. Ostali aspekti odnosa ostali su nepromenjeni. Veći broj dece u 2017. godini izvestilo je da poznaje dete sa smetnjama u razvoju nego u 2012. godini. Odnosi dece tipičnog razvoja, nastavnika i vršnjaka prema deci sa smetnjama u razvoju procenjeni su u velikoj većini kao dobri, ali su prilikom poređenja procena iz 2012. i 2017. godine procene bile negativnije u 2017. u odnosu na 2012. godinu. Zaključak. Rezultati istraživanja ukazuju na to da je odnos učenika tipičnog razvoja prema deci sa smetnjama u razvoju u razmaku od pet godina i dalje pozitivan ali i promenjen u određenim aspektima što može predstavljati osnovu za nastavak primene inkluzije u našoj sredini i zemlji.