Page 169 - RUICHSS 2023 Proceeding

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

affect the academic, social, and emotional outcomes of inclusive education.

Therefore, continuous research into the implementation of inclusive education
and the outcomes achieved is needed.

2. Objectives of the Study

Inclusive education as a major change in the education system needs to be

evaluated to determine the advantages and identify challenges in its
implementation. There is a lack of research focusing on the social and

emotional outcomes of inclusive education in low-income countries where
there are limited resources for its implementation. According to the GDP, BIH

belongs to low-income countries. BIH is a European country with about 3.5

million inhabitants, with a complex political structure. The country has 13
political entities, with 13 Ministries of Education, and with no Ministry of

Education at the state level. Nevertheless, there are similar resources for
providing inclusive education across the country. This research was conducted

in three (out of 13) administrative entities in BiH located in the south of the

country: Herzegovina-Neretva County, West Herzegovina County and
Herzegovina-Bosnia County.

The aim of this research is to examine differences in social inclusion,
emotional well-being, and academic self-concept between students with

disabilities and their peers without disabilities from the perspective of teachers

in the inclusive educational context of BIH. In this study, emotional inclusion
refers to the student's emotional well-being in schools, especially as an

indicator of how much a student likes school, which is considered one facet of
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