Suchergebnisse

The aim of this article is to analyse the pedagogical response of Croatian ECEC teachers to the needs of preschool children in a disadvantaged situation. The quality of pedagogical practise to prevent unfavourable developmental trajectories in children in a disadvantaged situation, particularly in the Croatian system, is poorly researched. A vignette describing an imaginary child in a disadvantaged situation was used and 35 preschool teachers from 15 ECEC institutions described in writing in an online application how they would support the child in his or her development. The qualitative thematic analysis was conducted according to the five components of the strengths-based approach (relationships, empowerment, collaboration, strengths and focus on change). This approach assumes that through reciprocal relationships between children, parents and teachers, previously agreed goals are achieved and personal resources, motivation and belief in the possibility of achieving sustainable change are unleashed. The results show that ECEC teachers are predominantly oriented towards individual components of the strengths-based approach (quality of relationships, focus on children's strengths), while the implementation of the entire strengths-based approach in its entirety is lacking. It is emphasised that the strengths-based approach needs to be more strongly affirmed in Croatian ECEC system so that its principles are recognisable in the pedagogical practise of all ECEC teachers.

Scientific journals are amongst the most important sources of information regarding the status, content and other relevant characteristics of educational rehabilitation. A content analysis of scientific journals in an area illuminates its main trends and development. This work seeks to analyse basic trademarks of educational rehabilitation practice in countries from Central and Eastern Europe, specifically 15 post-socialist countries which have, during the 1990s, seen substantial political and social changes. This research includes 4 scientific journals in which educational rehabilitation scientists have published most of the existing scientific work during the period from 2008 to 2016. These are:Croatian Review of Rehabilitation Research,Journal of Special Education and Rehabilitation,Research in Developmental DisabilitiesandSpecial Education. This research is based on an analysis of 273 published abstracts, by means of quantitative content analysis. The main hypothesis was that educational rehabilitation science in European post-socialist countries has recognisable content and method, with the primary purpose of developing scientifically verified interventions. These contribute to the promotion of developmental, educational and social status for people with various difficulties. Such a hypothesis has been partially confirmed. It was established that there is recognisable content and method, but the predominance of scientifically verified interventions has not been established. The science of educational rehabilitation is primarily characterised by themes of specific abilities of a certain group of people with disabilities. This includes an analysis of the efficiency of various interventative methods being present in one third of the publications. In conclusion, the results of this research indicate the need for further improvement of scientific activities within the science of educational rehabilitation in Central and Eastern Europe, both in diversity of the scientific methodology and regarding a focus on the interventions themselves (including evaluation, but also the theoretical basis regarding their meaningfulness). ; Moksliniai žurnalai yra vieni svarbiausių informacijos šaltinių, kalbant apie edukacinės reabilitacijos situaciją, turinį ir kitus jos svarbius bruožus. Šios srities mokslinių žurnalų turinio analizė nušviečia jos pagrindines tendencijas ir raidą. Šio darbo tikslas – išanalizuoti pagrindinius edukacinės reabilitacijos praktikos skiriamuosius bruožus Vidurio ir Rytų Europos šalyse, konkrečiai 15 posocialistinių šalių, kuriose praėjusio amžiaus 9 dešimtmetyje vyko esminiai politiniai ir socialiniai pokyčiai. Šis tyrimas apima 4 mokslo žurnalus, kuriuose edukacinės reabilitacijos mokslininkai publikavo didžiąją dalį atlikto mokslinio darbo laikotarpiu nuo 2008 m. iki 2016 m. Tai yra:Croatian Review of Rehabilitation Research (Kroatijos mokslinių tyrimų reabilitacijos tema apžvalga), Journal of Special Education and Rehabilitation (Žurnalas apie specialųjį ugdymą ir reabilitaciją), Research in Developmental Disabilities (Moksliniai tyrimai vystymosi negalių tema)irSpecial Education (Specialusis ugdymas). Šis tyrimas grindžiamas 273 publikuotų anotacijų analize, taikant kiekybinę turinio analizę. Pagrindinė hipotezė, kad Europos posocialistinių šalių edukacinės reabilitacijos mokslas išsiskiria savo turiniu ir metodais, kurių pagrindinis tikslas yra plėtoti moksliškai patikrintas intervencijas, prisidedančias prie įvairių sunkumų turinčių asmenų vystymosi, švietimo ir socialinės padėties gerinimo, buvo iš dalies patvirtinta. Buvo nustatyta, kad šių šalių edukacinės reabilitacijos mokslo turinys ir metodai skiriasi nuo kitų šalių, tačiau nebuvo patvirtinta, kad dominuoja moksliškai patikrintos intervencijos. Edukacinės reabilitacijos mokslui pirmiausia būdingos tam tikros neįgalių asmenų specifinių gebėjimų temos, pateikiant įvairių intervencinių metodų efektyvumo analizę – ji pateikiama trečdalyje publikacijų. Apibendrinant galima teigti, kad šio tyrimo rezultatai rodo, jog reikia toliau tobulinti mokslinę veiklą Vidurio ir Rytų Europos edukacinės reabilitacijos mokslo srityje tiek taikant įvairesnes mokslines metodikas, tiek skiriant dėmesį pačioms intervencijoms (įskaitant įvertinimą, bet taip pat ir teorinį pagrindimą, galvojant apie jų prasmingumą).

IN CROATIAN: Ovaj se rad zasniva na podacima iz istraživanja Vrijednosni sustav mladih i društvene promjene u Hrvatskoj Instituta za društvena istraživanja u Zagrebu (Ilišin i Radin, 2002), provedenog 1999. godine, na reprezentativnom uzorku od 1.700 mladih oba spola u dobi od 15 do 29 godina s područja cijele Hrvatske. Cilj rada odnosi se na analizu utjecaja određenih sociodemografskih obilježja mladih (spol, dob, mjesto stanovanja, stupanj obrazovanja i bračni status ispitanika) na njihovo poimanje obiteljskih vrijednosti i činitelja obiteljskog života, koje su opisane s 18 varijabli. Svrha analize jest identifikacija uporišnih točaka društvene aktivnosti koje bi pridonijele očuvanju kvalitetnih i za razvoj pojedinaca podržavajućih obiteljskih oblika, a mladim ljudima pomogle u prelasku iz mladenačke u odraslu dob. Rezultati istraživanja pružaju osnovu za prihvaćanje opće hipoteze prema kojoj spol, dob, mjesto stanovanja, stupanj obrazovanja i bračni status mladih utječu na procjenu vrijednosti i određenih činitelja obiteljskog života. Iz rezultata bivarijantne analize proizašlo je da se odnos ispitanika prema obitelji i obiteljskim vrijednostima statistički značajno najjače razlikuje kada se razmatra mjesto stanovanja i školska sprema ispitanika (u oba slučaja razlike su značajne na 7 promatranih varijabli). Spol i bračni status ispitanika statistički značajno utječu na četiri komponente odnosa spram obitelji i obiteljskim vrijednostima, a dob ispitanika na svega jednu komponentu. Rezultati su sukladni ranije provedenim istraživanjima koja ukazuju na visoki vrijednosni značaj obitelji u hrvatskom društvu, te potvrđuju opravdanost provođenja programa definiranih Nacionalnom obiteljskom politikom i Nacionalnim programom djelovanja za mlade, u cilju afirmacije položaja i opstojnosti obitelji koja je u suvremenim uvjetima u konfliktnom odnosu s tržištem rada. --- IN ENGLISH: This article is based on the result of the research »Value System of Youth and Social Changes in Croatia«, which was led by the Institute for Social Research in Zagreb in 1999, on the sample of 1.700 young people, both sexes, aged from 15 to 29 on the entire Croatian territory. The aim of this article is to analyze the impact of same sociodemographic characteristics of youth (sex, age, residential status, level of education and marital status of examinees) on their conception of family values and factors of family life, which are described with 18 items. The intention of this analysis is the identification of main points of social activities, which would contribute to keep the quality, as for the development of the individuals supporting, family circumstances, and help to young people during their transition from adolescence to adult status. The results of this research give a base to accept the general hypothesis according that sex, age, residential status, level of education and marital status have an influence on the estimation of values and same factors of family life. From the results of bivariant analysis proseeds that relation of examinees according to family and family values most statistically significant differ in the consideration of residential status and level of education of examinees (in both cases the differences are significant in 7 observers items). Sex and marital status of examinees have statistically significant influence in four components of relation according to family and family values, and age of examinees in just one component. The results are congruent with the researches which were held earlier,that showed a high level of importance of the family in Croatian society, and that justify the programs of National family policy and National program of action for youth, with the aim of affirmation of the status and the existence of family, which is in the contemporaneous circumstances in a conflict relationship with the labor market.

IN CROATIAN: Ovaj rad odnosi se na prikaz pilot projekta kojeg je u suradnji s Vukovarsko-srijemskom županijom i Općinom Drenovci provodio Državni zavod za zaštitu obitelji, materinstva i mladeži, s ciljem afirmiranja izvaninstitucionalnih oblika skrbi o starijim osobama, u naseljima Drenovci, Đurići, Posavski Podgajci, Račinovci i Rajevo Selo. U radu su prikazani i rezultati istraživanja kojeg je u svrhu evaluacije provedbe pilot-projekta i procjene opravdanosti pružanja ovog oblika pomoći starijim osobama proveo Državni zavod za zaštitu obitelji, materinstva i mladeži 2002. godine, na uzroku od 164 ispitanika – korisnika Programa. Istraživanje se temelji na Upitniku o obilježjima staračkih domaćinstava koji uključuje varijable o općim obilježjima ispitanika, njihovom soco-ekonomskom statusu, strukturi obitelji, zdravstvenom statusu, posebnim potrebama, procjeni potreba i dostupnosti službi podrške u lokalnoj zajednici i zadovoljstva provedbom Programa. Pokazalo se da Program značajno pridonosi poboljšanju kvalitete života starih i nemoćnih osoba. Njegovo provođenje pridonijelo je zapošljavanju određene skupine teže zapošljivih žena, korisnicima Programa bitno je olakšalo zadovoljenje mnogih potreba, poglavito u obavljanju svakodnevnih kućanskih poslova i brizi o osobnoj higijeni i zdravlju. Uz određene modifikacije, Program je primjenjiv i u drugim lokalnim zajednicama, a njegova cijena koštanja prihvatljiva je i pristupačna. --- IN ENGLISH: This paper deals with the presentation of a pilot project carried out by the National Institute for the Protection of Family, Motherhood and Youth in cooperation with the Vukovar-Srijem County and Drenovci Municipality. Its goal is to affirm non-institutional forms of care for elderly people in the settlements Drenovci, Đurići, Posavski Podgajci, Račinovci and Rajevo Selo. The paper presents the results of research of the National Institute for the Protection of Family, Motherhood and Youth conducted in 2002 to evaluate the pilot project and assess the justifiability of this form of aid for the elderly. The research was carried out on a sample of 164 examinees – users of this programme. It is based on a questionnaire examining the features of elderly households which also includes variables of examinees' general characteristics, their socio-economic status, family structure, health status, special needs, assessment of needs and accessibility of the support service in the local community, as well as satisfaction with the programme's realisation. It has been maintained that the programme considerably contributes to the improvement of elderly and infirm people's quality of life. Its realisation has brought about the employment of a particular group of less easily employable women, and has facilitated the fulfilment of many needs of the programme's beneficiaries, especially in performing everyday domestic chores, satisfying personal hygiene and health demands. This programme is therefore a considerable contribution to the realisation of a number of measures of the National Family Policy adopted by the Croatian Government in January 2003.

Problemi u ponašanju djece rane i predškolske dobi povezani su s kasnijom socijalizacijom, prilagodbom na školu, školskim uspjehom i drugim obrazovnim postignućima u adolescentskoj i odrasloj dobi, što ukazuje na važnost pravovremenog prepoznavanja odstupanja od uobičajenog psihosocijalnog funkcioniranja i ponašanja djece. Poznato je da je za prevenciju nepovoljnih razvojnih ishoda, uključujući razvoj problema u ponašanju, ključno razdoblje do šeste godine djetetova života. Cilj je ovog istraživanja analizirati pojavnost problema u ponašanju djece rane i predškolske dobi u Republici Hrvatskoj s obzirom na spol i razvojni status djece, na temelju procjena roditelja i odgojitelja. Procijenjeno je ponašanje 447 djece u dobi od pet i šest godina u 10 hrvatskih programa ranog i predškolskog odgoja i obrazovanja. Utvrđeno je da s učestalošću manifestiranja problema u ponašanju opada njihov udio u populaciji te da izražajnije probleme u ponašanju prema procjenama odgojitelja manifestira 7%, a prema procjenama roditelja 9% djece rane i predškolske dobi. Na uzorku ovog istraživanja nisu utvrđene razlike u procjenama učestalosti manifestiranja internaliziranih problema u ponašanju između dječaka i djevojčica, ali se pokazalo da odgojitelji i roditelji češće procjenjuju prisutnost eksternaliziranih problema u ponašanju kod dječaka u odnosu na djevojčice. Odgojitelji i roditelji procjenjuju da djeca s teškoćama u razvoju u odnosu na djecu tipičnog razvoja češće manifestiraju internalizirane probleme u ponašanju, dok razlike u procjenama učestalosti manifestiranja eksternaliziranih problema s obzirom na razvojni status djece nisu utvrđene. Ovim istraživanjem potvrđuju se mogućnosti ranog prepoznavanja problema u ponašanju djece i ukazuje se na relevantnost i povezanost procjena ponašanja djece od strane njihovih roditelja i odgojitelja.

SOCIAL EXCLUSION OF EARLY AND PRESCHOOL CHILDREN: CONCEPTUALIZATION, RISKS AND INTERVENTION MODEL This paper contains an analysis of the construct of social exclusion with special focus on children. It is based on a review of the literature on social exclusion and the risks of social exclusion, using a qualitative method of document analysis. Social exclusion of children in early and preschool age is defined as a multidimensional construct that includes economic, social, cultural, health and other aspects of unfavourable circumstances and deprivation which individually or in combination may have an adverse impact on child development. According to this definition, risks which can influence the children's current development, health and quality of life, as well as their adult life, are analysed. The analysed risks include the characteristics of the children themselves, as well as their families and the characteristics of the support system for the child and parents. Based on the analysis of the risks of social exclusion of children of early and preschool age, a model of intervention was suggested, which takes into account a close cooperation of the healthcare system and the system of social care and education. Key words: social exclusion; children in early and preschool age; risks; model of interventions

Prva procjena kvalitete programa prevencije poremećaja u ponašanju djece i mladih napravljena je 2002. godine, u sklopu aktivnosti Povjerenstva Vlade Republike Hrvatske za prevenciju poremećaja u ponašanju, s ciljem izrade standarda dobre prakse u radu s djecom i mladima s poremećajima u ponašanju. Izrada standarda uključivala je tri vrste aktivnosti: analizu recentne literature, razgovore u fokus grupama sa stručnjacima koji nude programe intervencija i s onima koji takve programe naručuju, te usklađivanje i formiranje prijedloga standarda dobre prakse. Potom su po posebno osmišljenom protokolu prikupljeni podaci za 239 programa. Među njima je odabrano 14 potencijalnih model programa koji su udovoljavali većini (50% i više) definiranih standarda. 2002. godine ni jedan program nije u potpunosti udovoljio svim propisanim kriterijima. Pet godina kasnije (2007. godine), izvršena je njihova ponovna procjena. Time se željelo utvrditi jesu li " opstali na tržišti" , kako su se razvijali, odnosno je li njihova kvaliteta rasla ili opadala. Usporedba obje procjene pokazala je da su programi vrlo dinamični te da teže kontinuiranom napretku u svim analiziranim standardima. Programi obuhvaćeni dvijema procjenama nude brojne odgovore na potrebe populacije djece i mladih s poremećajima u ponašanju. Ipak, programe je potrebno i dalje usavršavati. Udovoljavanje mnogim standardima iziskuje kvalitetniju suradnju nositelja programa i formalnih institucija društva zaduženih za prevenciju i tretman poremećaja u ponašanju. Nositelji programa bi trebali biti usmjereniji na suvremene teorijske spoznaje i evaluacije postignuća. (IN ENGLISH: The first assessment of the quality of the programme for the prevention of the behavioural disorders of the children and young persons was made in 2002, within the activities of the Commission of the Government of the Republic of Croatia for the prevention of behavioural disorders, with the purpose of preparing the standards of good practice in the work with the children and young persons with behavioural disorders. The preparation of standards included three types of activities: the analysis of the recent literature, discussions in focus groups with the experts who offer intervention programmes and with those who order such programmes, and the adjustment and preparation of the proposals for good practice standards. According to the specially designed protocol, the data for 239 programmes were obtained. Among them, 14 potential model programmes that satisfied the majority (50% and above that) of defined standards were selected. In 2002, not a single programme satisfied all the prescribed criteria in full. Five years later (in 2007), their reassessment was made. The aim was to determine whether they have "survived on the market", how have they developed i.e. has their quality increased or decreased. The comparison of both assessments has shown that the programmes are very dynamic, and that they aspire to continuous progress in all analysed standards. The programmes included in both assessments offer some answers to the needs of the population of the children and young persons with behavioural disorders. Nevertheless, some programmes need to be improved even further. Meeting numerous standards requires a better co-operation between programme organisers and the formal institutions in charge of the prevention and treatment of behavioural disorders. Programme organisers should be more focused on modern theoretical notions and evaluation of achievements.)

It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project "Evidence-based early educational interventions" are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students' behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results suggested that students with disabilities have a need for additional support in the educational process, as well as support in developing appropriate relationships with peers. However, they do not reach the expected level of socialization and academic success, which indicates that the policy of inclusion is still not well implemented into educational practice. Different reasons for such results and suggestions for overcoming this situation are discussed. ; Dobro je poznato da sve obrazovne politike promoviraju inkluziju kao glavnu ideju svakog suvremenog obrazovnog sustava. Inkluzivno obrazovanje omogućuje djeci s teškoćama i bez njih da zajedno uče u istim razredima, u skladu sa svojom dobi, uz dodatnu, individualno prilagođenu podršku djeci koja je trebaju. Međutim, u obrazovanju još uvijek postoje velike nejednakosti u pristupačnosti obrazovanja i ishodima učenja nekih skupina djece, budući da postoje marginalizirane skupine koja doživljavaju izuzetno nisku razinu pristupačnosti obrazovanja i kvalitete učenja. Djeca s teškoćama još su uvijek suočena s mnogim izazovima u ostvarivanju svog prava na obrazovanje i ona u tom smislu predstavljaju jednu od najmarginaliziranijih i isključenih skupina. U hrvatskom je zakonodavstvu jasno naglašeno da djeca s teškoćama imaju pravo na inkluzivno obrazovanje i da su škole dužne osigurati uvjete koji vode uspješnom obrazovanju sve djece. Pitanje se, međutim, postavlja u odnosu na razinu u kojoj se zakon provodi u odgojno-obrazovnoj praksi, budući da je nepoznato postoje li uvjeti za njegovu primjerenu primjenu u hrvatskim školama. U ovom je radu prikazan dio rezultata istraživanja koje je provedeno u sklopu projekta "Rane odgojno-obrazovne intervencije temeljene na pokazateljima uspješnosti". Osnovni ciljevi istraživanja su (1) utvrditi područja u kojima učenici s teškoćama trebaju dodatnu podršku i (2) analizirati razlike u doživljenoj inkluzivnoj dimenziji kvalitete obrazovnog procesa iz perspektive učitelja i iz perspektive učenika, u pet hrvatskih redovnih osnovnih škola. Istraživanje je provedeno na uzorku od 97 učenika s teškoćama i njihovih 97 standardno razvijenih vršnjaka. Učenici i njihovi učitelji ispunili su dva upitnika o ponašanju učenika koji su razvijeni za potrebe projekta (Upitnik za učenike i Upitnik za učitelje). Rezultati pokazuju da učenici s teškoćama imaju potrebu za dodatnom podrškom u obrazovnom procesu, ali i za podrškom u razvoju primjerenih odnosa s vršnjacima. Međutim, oni ne postižu očekivanu razinu socijalizacije i akademskog uspjeha, što pokazuje da se inkluzivna politika još uvijek nedovoljno dobro implementira u obrazovnu praksu. Autori raspravljaju o različitim razlozima dobivenih rezultata i mogućim načinima prevladavanja uočenog nesuglasja.

U radu se analiziraju 134 javne politike cjeloživotnog učenja (CU) u devet zemalja uključenih u projekt 'Javne politike koje podržavaju mlade u njihovom životnom putu - Komparativna analiza cjeloživotnog učenja i uključivanja u obrazovanje i rad u Europi' (YOUNG_ADULLLT) koji je razvijen u okviru EU okvirnog programa za istraživanje i inovacije HORIZON 2020. Analiza javnih politika cjeloživotnog učenja se temelji na tri teorijska koncepta – kulturna politička ekonomija, teorija životnog puta i upravljanje. Ciljevi analize se odnose na utvrđivanje procedura formuliranja i implementacije politika CU u pojedinim državama, analizu njihovih specifičnih ciljeva i stupanj koordinacije obrazovnih politika, politika socijalne zaštite i tržišta rada. Analiza pokazuje razlike među zemljama s obzirom na navedene ciljeve koje su posljedica različitih društvenih i ekonomskih okolnosti. Procedure formuliranja politika kreću se od centraliziranih do decentraliziranih. Ciljevi javnih politika cjeloživotnog učenja su trostruki – obrazovni, ekonomski i socijalni, pri čemu njihova zastupljenost varira od zemlje do zemlje. Razine i mehanizmi koordinacije cjeloživotnog učenja također nisu istovjetni te su prepoznate razlike među zemljama s obzirom na centralno upravljani lokalizam, laissez faire i demokratski lokalizam. ; The paper analyses 134 policies which address lifelong learning policies (LLL policies) in nine countries involved in the project Policies Supporting Young Adults in their Life Course: A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe (YOUNG_ADULLLT, HORIZON 2020). The analysis is based on three theoretical concepts - cultural political economy, life course theory and governance. The objective of the analysis is to determine the ways in which the LLL policies for youth are formulated and implemented in educational, economic and social sectors. The analysis shows the differences between the countries with regard to the stated goals that are a result of different social and economic circumstances. Policy formulation policies range from centralized to decentralized. The objectives of policies are threefold - educational, economic and social, with their representation varying from country to country. The levels and mechanisms of lifelong learning coordination also show the differences between countries with regard to centrally managed localism, laissez faire and democratic localism.

Uvjerenja se odnose na sklop konceptualnih predodžbi koje uključuju opća znanja o pojavama, ljudima i događajima vezanim uz profesionalni kontekst. Ovaj je rad usmjeren na utvrđivanje razlika u uvjerenjima studenata prve, treće i pete godine učiteljskog studija te zaposlenih učitelja o odgojno-obrazovnoj inkluziji i poučavanju učenika s teškoćama, u svrhu utvrđivanja odgovora na pitanje mijenjaju li se i na koji način uvjerenja različitih skupina ispitanika o učenicima s teškoćama i njihovoj inkluziji u odgojno-obrazovni proces. Istraživanje je provedeno na uzorku 585 studenata učiteljskog studija i učitelja zaposlenih u osnovnim školama u Republici Hrvatskoj. Primijenjena je metoda metafora koja uključuje poznati objekt ili događaj kao konceptualno sredstvo za razjašnjenje kompleksnih pojmova ili situacija. Sudionici istraživanja dopunjavali su rečenice 'Inkluzija učenika s teškoćama u razvoju je kao …. jer …' i 'Poučavanje učenika s teškoćama u razvoju je kao … jer …'. Utvrđeno je da u ukupnom uzorku većina ispitanika izražava inkluzivna uvjerenja jer su njihovi odgovori usmjereni na oblikovanje i podržavanje učenika s teškoćama. Međutim, kada je u pitanju proces poučavanja, udio ispitanika koji iskazuju inkluzivna uvjerenja se smanjuje. Inkluzivna uvjerenja u najvećoj mjeri karakteriziraju studente 3. godine učiteljskog studija koji su netom bili uključeni u kolegij o inkluzivnoj pedagogiji, a u najmanjoj mjeri zaposlene učitelje. Ostale skupine studenata dijele gotovo ista profesionalna uvjerenja, što upućuje na nedovoljan doprinos inicijalnog obrazovanja i praktičnog iskustva na transformaciju od predprofesionalnih prema profesionalnim uvjerenjima o inkluzivnom obrazovanju.

Trafficking in human beings includes recruitment, transport, organisation of border-crossing, hiding or receiving persons, by use of threats, force, other forms of coercion, abduction, fraud, lies, by abuse of authority or vulnerable position or by giving and receiving money or services in order to obtain consent of the person who has control over another person. Trafficking in human beings exists on all continents and in a great number of states. The lack of knowledge and data about human trafficking among the children and young people as well as among the wider public leads to the prevailing opinion that such things happen somewhere else, outside our country, which is, in fact of benefit to persons involved in the human trafficking chain and their criminal activities. Even though Croatia was until recently just a transit country in the human trafficking chain, today it has been documented that it is also a destination country, as well as a country where the human trafficking victims are being recruited. Children and young people belong to a group which is especially exposed to the risk of victimisation in the human trafficking chain. High school students are a vulnerable group because they will soon face the decision whether to enter the labour market or continue their education, and in the process many will start living independently outside their permanent place of residence. Therefore, the publication entitled " Human Trafficking in the Eyes of the Youth in Croatia – Understanding the Problem and Prevention Possibilities" is dedicated to the trafficking in children and young people as a special segment of trafficking in human beings. It includes the presentation of the problem from the professional and scientific point of view. The introductory part presents definitions and main features of the human trafficking problem with special emphasis on more important international documents related to the subject. It also includes an overview and explanation of forms, methods and causes of human trafficking as well as possible risks. It further deals with the perception of the problem of trafficking in human beings in Croatia. A larger part of the publication includes an overview and explanation of forms, methods and causes of trafficking in children as well as an analysis of results of a research conducted by the International Organization for Migration in cooperation with the Ministry of Science, Education and Sports in 2004. The goals of the mentioned research were to learn what level of information Croatian high school students have about the problem of trafficking in human beings, to get information about their experience and views on human trafficking and to assess their awareness of the risk to become human trafficking victims themselves. The research was conducted with the purpose of contributing to preparations for systematic youth education about possible risks and manners of protection from trafficking in human beings as anticipated by the National Plan for the Supression of Trafficking in Persons in the Republic of Croatia. The study consisted of a survey on the subject and the organisation of focus groups. The survey was based on a questionnaire put together in a special way, with 35 questions, many of which included additional questions, the Likert-type rating scales or a series of proposed answers. Questions were related to the respondents' socio-demographic characteristics, high school students' plans for their professional future, value systems, their attitudes about the roles of men and women in the society, their reactions in hypothetic violent situations in relationships, their general level of information on trafficking in human beings, their sources of information on human trafficking and their attitudes towards human trafficking and the victims of trafficking. The qualitative part of the study was conducted by organising 14 focus groups which included students from 10 high schools, two students' homes and one youth club. The participants in focus groups answered the following questions: How would you define human trafficking? Give an example or describe an occasion when you heard about human trafficking! What are, in your opinion, basic ways in which someone becomes a trafficking victim? What rights are human trafficking victims deprived of most? Do you think that you personally could become a victim of trafficking in human beings and why? What ways and means do you propose for the fight against human trafficking? Altogether 950 high school students of both genders from 25 municipalities/towns in Croatia took part in the survey. The average age of participants in the survey was 16, 6 years. The total of 275 high school students participated in focus groups. Most focus groups participants were 17 years old. The sample had approximately the same number of high school students of each gender. The survey was conducted on a representative sample and qualitative part of the study on an occasional sample. The survey produced numerous interesting results, and the results obtained in focus groups have been largely confirmed by the survey. The results show that a majority of the young have heard of the problem of trafficking in human beings with the purpose of their exploitation. Students attending high schools in Zagreb and surroundings and Dalmatia have above-average knowledge about the problem of trafficking in people. In the regions of Slavonia and Istria, North Coast and Gorski kotar, students' knowledge about the problem is close to the average, and in the Northern Croatia, the Lika, Kordun and Banovina regions, their knowledge is bellow-average. The young from bigger towns are somewhat better informed about the problem of trafficking in human beings than the young from smaller towns. Students of three-year vocational schools are considerably less informed about the problem than students attending four-year college-preparatory schools (gymnasiums) and four-year vocational schools. A little bit more than half of the respondents believe that trafficking in human beings in Croatia is not very prominent. Girls and older students see the problem as being more serious than boys and younger students do. Asked whether there have been any cases of human trafficking in the community where they live, 6, 7 percent of participants in the survey answered affirmatively ; the young from bigger towns have more often heard of such cases. Most students were informed about the problem of trafficking in human beings through television programmes and newspaper articles. A considerably smaller number of young people have learned about it thorough posters, brochures and various promotion materials. Approximately every fifth participant in the survey learned about human trafficking trough Internet, from friends, acquaintances, parents or at school. The level of information on human trafficking possessed by students attending gymnasiums and four-year vocational schools is above-average, whereas it is bellow-average among students of three-year vocational school. The respondents whose information about human trafficking comes from several sources (the media, school, parents or other family members) have a more complete understanding of the problem. The largest number of high school students that have been surveyed holds the traffickers and their desire for profit, as well as the lack of knowledge and information about real risks of human trafficking responsible for this phenomenon. High school students see causes for trafficking in human beings in inadequate legislation and poor moral values. Girls and students attending gymnasiums agree more often than boys and students attending vocational schools with the claim that ignorance and the lack of information about real risks should be blamed for the trafficking in women with the purpose of sexual exploitation. A special risk of youth victimisation results from their wish to become independent and find employment. Our survey has shown that as many as two thirds of high school students agree with the opinion that a lot of money can be easily earned in other states, and just as many of them would feel quite safe if they would be offered a job abroad by someone they know well. At the same time, more than a fourth of students demonstrated unrealistic expectations related to the possibility of legitimate employment abroad, and expressed their belief that they would easily get work permit once they have already arrived in other country. Young people have most faith in information about certain job offers coming from their close relatives and information received through legitimate employment agencies. It is, however, significant that as many as 15, 7 percent of students would accept any job under the condition that it is well paid, and 16 percent of students would accept a job even when they are not well informed about employment conditions and the employer. At the same time, approximately two fifths of the participants would like to move to some other state for a longer period of time. Students who give more importance to entertainment, money and career success have a stronger wish to migrate. Generally, the results show that males, students attending vocational schools and students of lower grades are more inclined to underestimate the risk of becoming victims of trafficking in human beings. They also more often have views and convictions due to which they may be inclined to high-risk behaviour and they have smaller capacity to face negative influences and manipulation attempts of human traffickers. The fact that the knowledge about the risks of trafficking in people is very uneven can be also seen from the data showing that not a single respondent was aware of all aspects of human trafficking ; they had knowledge just of some of its aspects. As possible ways of victimisation, the respondents (mainly participants in focus groups) recognised abduction, poverty, the search for employment, allurement (with false job offers predominating), risky behaviour of potential victims, the trade in children, but also wider social conditions in the states from which victims originate (like poverty, unemployment, lack of respect for human rights etc.). The possibility of victimisation through offered marriage proposals and intimate relationship has been recognised by a disturbingly small number of respondents. The results have also shown that many respondents place the problem of trafficking in human beings in the " third world" countries, whereas they see the possibility of victimisation in Croatia as negligible and unlikely. Majority of the young believe that they could never become victims of human trafficking (because the trafficking is not present in Croatia, because they are cautious, because they keep in good company etc.), yet there is a considerable number of those who think that the possibility exists. Among them, most think that they could become victims because they have not been sufficiently informed about possible difficulties and risks related to the search for employment abroad. Therefore, the fact that about approximately half of the young wish to learn more about human trafficking through some form of school education is not surprising. The requirement for information about concrete examples is especially marked, as well as information about the real extent of trafficking in human beings in our society. There is also a need for effective models of protection against trafficking in human beings. Another requirement is for providing potential victims with information of better quality about legal possibilities of employment abroad. A special group of answers comprises answers which propose that more attention be paid to trafficking in people by the media, including promotional videos, advertisements and thematic leaflets. The respondents have also recognised the need for introducing different security measures into the society (stricter punishments for perpetrators of this criminal act, stricter border control, greater police presence in the streets, higher-quality work of security services, fight against corruption etc.). It is interesting that almost half of the students propose that customers seeking prostitutes be punished as they see them as the cause of the problem. Some of the respondents spoke of the need for a wider social action, including greater respect for human rights, work towards the change of views such as the conviction that the money and wealth are the only paths towards satisfaction and happiness, encouragement of citizens' activism, renovation of the youth gathering places (sports grounds) and schools. They also spoke of the need that basic causes of human trafficking be removed. In the final part of the publication the authors propose different models of education of young people on trafficking in human beings aimed at reducing the risks of their victimisation. The proposed models include, at the girst level, special informative lectures for school classes, according to pre-designed protocol, as well as wide distribution of educational material in high schools. At the second level, additional education of some of the professors is also proposed, together with a further development of preventive programs focused on the development of identity and competence of young people, including providing support for their development which implies cooperation between system of education and other youth-oriented support systems in local communities. The third level of education aimed at preventing the trafficking in human beings includes a wide education on human rights, the encouragement of young people to actively participate in the development of their own social context and, in particular, the development of such an educational and wider social framework in which human rights in general will be promoted and protected to the greatest extent possible.