The National Curriculum for Preschool Education, General Compulsory and Secondary School Education in the Republic of Croatia emphasizes individualized approach and support according to the needs, interests and the overall... [ view full abstract ]
The National Curriculum for Preschool Education, General Compulsory and Secondary School Education in the Republic of Croatia emphasizes individualized approach and support according to the needs, interests and the overall development of each individual child. This implies assessment, planning and implementation of various strategies of work so that the educational process can be effective for all children. As the world's research about the effectiveness of work of experts in inclusive educational practice points out the importance of basic principles and strategies of work (Martel, 2009; Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012; Scruggs, Mastropieri, & Marshak, 2012; Ford, 2013), the need for self-assessment of professionals who are involved in direct work with children with disabilities in using individualized strategies in the educational process is emphasized. Therefore, the aim of this study is to examine the extent to which teachers and expert associates in regular primary schools estimate that the individualized approach is present, and in what form, in working with students with disabilities in the educational process. The study included 344 teachers and 41 expert associates employed in regular primary schools in Zagreb and in the area of Zagreb County. What will be explored is whether there are statistically significant differences in some statements, or estimates of teachers and expert associates in using the individualized approach in the educational process. The results want to draw attention to the presence of the individualized approach with students with disabilities in the educational process, the most common strategies which are applied and those that are not sufficiently represented, so that teachers and expert associates can develop the necessary specific competences and new strategies for teaching.
Key words: teachers, expert associates, individualized approach, the strategy of working with students with disabilities
