Acceptance Children Without Parental Care in Terms of Inclusion by Teachers
Acceptance of children without parental care by teachers is necessary to establish a positive climate in the classroom. Their attitudes, ie the readiness to accept children without parental care, are crucial in terms of inclusion. The aim of the research is to examine the acceptance of children without parental care in the conditions of inclusion by the teachers and to establish differences in gender, years of work experience and the presence of children without parental care in the classroom. The survey included 81 teachers in six schools in the city of Tuzla. The sample includes teachers of different categories: representation of both sexes, different age groups, years of work experience, vocational qualifications and completed secondary education. This paper uses the questionnaire for the acceptance of children without parental care by teachers, (adapted questionnaire of author Vantić, 2004). Data were processed using descriptive statistics. Acceptance of children without parental care was recorded in 74.1% of respondents claiming that children without parental care were the same as other children, while 61.7% of respondents considered that a multidisciplinary team should be involved in working with children without parental care. The results of the research show that there are significant differences in the sumar variables of estimates of acceptance of children without parental care by the teacher in relation to their working life (H = 12,129; p = 0,033).