Inclusive Culture in Preschool Institution – Pedagogical Competences of Preschool Teachers in Croatia
Matilda Karamatić Brčić, Rozana Petani and Marijana Miočić

Summary:  Inclusive education in a theoretical context is a direct contribution to the development of qualitative inclusion at every level of the educational system. Inclusive culture implies the involvement of all participants in the process of education. In the educational context, the implementation of inclusive education enables children with special needs to be successful in acquiring and developing the necessary competencies for life and work, or in acquiring the knowledge, skills and habits in accordance with their capabilities. This empirical research work considers preschool teacher pedagogical competences in the preschool educational system through forms of cooperation with parents as key stakeholders of the inclusive processes and examines their perceptions of an inclusive environment at educational institutions. The roles and tasks of teachers in the contemporary pedagogical discourse are focused on building a preschool institution that respects the diversity of each individual involved in the formal education system. Building an inclusive environment and creating a community where everyone feels welcome encourages the adoption of inclusive values as the foundation of any society. Implementation of inclusive concept in the early and preschool system in the Republic of Croatia is partial and unsystematic. The analysis of the results in this study indicates the need for the professional training of educators to enable the quality implementation of inclusive education in preschool institutions. Providing an inclusive education at each level of the educational system helps to avoid obstacles when working with children.

Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.