Page 167 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

Differences in Emotional Well-Being, Social Inclusion and
Academic Self-Concept Between Students With and Without
Disabilities in Bosnia and Herzegovina

Anamarija Žic Ralić
Faculty of Education and Rehabilitation Sciences, University of Zagreb,
Zagreb, Croatia
anamarija.zic.ralic@erf.unizg.hr

Abstract

Social and emotional development of all students is one of the important goals of inclusive
education. The aim of this research is to examine differences in emotional well-being, social
inclusion, and academic self-concept between students with and without disabilities from the
perspective of teachers in the inclusive educational context of Bosnia and Herzegovina.
Teachers assessed their students in grades one to eight, including students with disabilities
(N=53) and students without disabilities (N=54), all from the same class, representing both
genders with an average age of 11.2 years. The assessment was conducted using the teacher's
version of the Perception of Inclusion Questionnaire (PIQ-T). The results show statistically
significant lower levels of emotional well-being, social inclusion, and academic self-concept
among students with disabilities when compared to their peers without disabilities. The results
indicate the need for further improvement in the implementation of inclusive education,
especially regarding inclusive teaching that, according to previous research, could have a
positive impact on social, emotional, and academic inclusion of students.
Keywords: Academic Self-Concept, Emotional Well-Being, Social Inclusion, Students with
Disabilities

1. Introduction and Research Problem

The implementation of inclusive education is a common goal in European

countries that requires the availability of support for students with special
education needs and their teachers, the enhancement of teachers’ competences

for inclusive education (Žic Ralić, et. al, 2020), and the adoption of
educational adaptations and new teaching methods in schools which consider

the individual differences and needs of students. Within an inclusive context,
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