DJECA S TEŠKOĆAMA UČENJA U INTERAKTIVNOM SUSTAVU OBITELJ-ŠKOLA-VRŠNJACI
CHILDREN WITH LEARNING DISABILITIES WITHIN INTERACTIVE SYSTEM FAMILY-SCHOOL-PEERS

Summary/Abstract: In spite of the fact that children with learning disabilities in Croatia have a legal right to educational inclusion since 1981, their rights for education are still not equal as rights of their ìtypicalî peers. Former investigations showed that child environment is not yet acceptable (Žic, Igrić, 2001). Darch, Craig, Miao, Yu, Shippen, Peggy (2004) especially emphasize the importance of parent’s involvement in school activities and cooperation between parents and teachers for child’s well- being, school success and adaptive behavior. The aim of the study is to explore the attitudes of parents and teachers toward children with learning disabilities as well as estimations of their behavior and to see is that connected with childís self-estimations. Behavior rating profile (Brown, Hamill, 1990 adaptation Žic 2000) and semantic differential (Osgood, according to Bujas, 1967) were used in this study. Sample consisted of children with learning disabilities and typical children and their parents and teachers. The results showed that children with learning disabilities estimated their relationship with peers less favorably then typical children; their parents estimated them also less favorably as well as their teachers. It seems that disability that child has still means barrier for equal acceptance. Other efforts in those directions are needed.

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