Daniela Blagoj Dimitrova-Radojicic, Natasha Chichevska-Jovanova


This article reports the findings of a study designed to investigate the attitudes of parents of “normal” developing children toward the inclusion of children with disabilities into mainstream education in Macedonia. Specifically, the study was aimed to explore the similarities and differences in the attitudes of two groups of parents: a group of parents of preschool children and a group of parents of school age children. Participants included 88 parents. Generally, many of the parents accept inclusive education, but most of them still think the special school is better place for education of children with disability.


attitude of parents, children with disability, children without disability, inclusive edu-cation

Full Text:



Anita, S. D., Jones, P., Luckner, J., Kreimeyer, K. H., & Reed, S. (2011). Social outcomes of students who are deaf and hard of hearing in general education classrooms. Exceptional Children, 77(4), 489-504.

Baker-Ericzén, M. J., Mueggenborg, M. G., & Shea, M. M. (2009). Impact of training & apos;s on child care providers’ attitudes and perceived competence toward inclusion: What factors are associated with change. Early Childhood Special Education, 28(4), 196-208.

Bandy, H. E., & Boyer, W. A. R. (1994). In D. McSwan & amp;amp; M. McShane (Eds.), An International Conference on Issues affecting Rural Communities: Proceedings of the Conference held by the Rural Education Research and Development Centre.Townsville, Queensland, Australia.

Carroll, A., Forlin, C., & Jobling, A. (2003). The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities. Teacher Education Quarterly, 30(3), 65-73.

Cologon, K. (2013). Inclusion in education towards equality for students with disability (Issues paper). Australia: Macquarie University, Institute of Early Childhood.

Convention on the Rights of Persons with a Disability, (2006). Availably from: disabilities/default. asp?id=150 (Access 18 mart 2014)

Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2000). Teachers’ attitudes toward their included students with disabilities. Exceptional Children, 67(1), 115-135.

Diamond, K. E., & Huang, H. H. (2005). Preschoolers’ ideas about disabilities. Infants & Young Children, 18(1), 37-46.

Diamond, K. E., & Hong, S. Y. (2010). Young children’s decisions to include peers with physical disabilities in play. Journal of Early Intervention, 32(3), 163-177.

Favazza, P. C., & Odom, S. L. (1997). Promoting Positive Attitudes of Kindergarten-Age Children toward people with disabilities. Exceptional Children, 63, 405-418.

Frankel, E. B., & Gold, S. (2010). Ajodhia-Andrews, A. (2010). International preschool inclusion: Bridging the gap between vision and practices. Young Exceptional Children, 13(5), 2-16.

Finke, E. H., McNaughton, D. B., & Drager, K. D. R. (2009). All children can and should have the opportunity to learn”: General education teachers’ perspectives on including children with autism spectrum disorder who require AAC. Augmentative and Alternative Communication, 25(2), 110-122.

Fitch, F. (2003). Inclusion, exclusion, and ideology: Special education students’ changing sense of self. Urban Review, 35(3), 233-52.

Jentzch, C. (1994). Fostering inclusive schools and communities: A public relations guide. ERIC Reproduction Service No. ED, 3(84),

Konza, D. (2008). Inclusion of students with disabilities in new times: Responding to the challenge

Lombard, R. C., Miller, R. J., & Hazelkorn, M. N. (1998). School-to-work and technical preparation: Teacher attitudes and practices regarding the inclusion of students with disabilities. Career Development for Exceptional Individuals, 21, 161-172.

Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33(4), 344-356.

Purdue, K., Gordon-Burns, D., Gunn, A., Madden, B., & Surtees, N. (2009). Supporting inclusion in early childhood settings: Some possibilities and problems for teacher education. International Journal of Inclusive Education, 13(8), 805-815.

Stahmer, A. C., Akshoomoff, N., & Cunning-ham, A. B. (2011). Inclusion for toddlers with autism spectrum disorders. The International Journal of Research & Practice, 15(5), 625-641.

Theodorou, F., & Nind, M. (2010). Inclusion in play: A case study of a child with autism in an inclusive nursery. Journal of Research in Special Educational Needs, 10(2), 99-106.

Westwood, P., & Graham, L. (2000). How many children with special needs in regular classes? Official predictions vs teachers’ perceptions in South Australia and New South Wales. Australian Journal of Learning Disabilities, 5(3), 24-35.

Wishart, J. G., & Manning, G. (1996). Trainee teachers’ attitudes to inclusive education for children with Down’s Syndrome. Journal of Intellectual Disability Research, 40, 56-65.

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


  • There are currently no refbacks.

Copyright (c) 2016 Daniela Blagoj Dimitrova-Radojicic, Natasha Chichevska-Jovanova

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution - NonCommercial - NoDerivs 4.0

ISSN 2334-847X (Printed)

ISSN 2334-8496 (Online)