Page 177 - RUICHSS 2023 Proceeding

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

6. Results and Discussion

Descriptive analysis of the teacher’s assessment of inclusion shows that both
groups of students achieve the highest level of inclusive education related to

social inclusion, and the lowest level in academic self-concept (Table 1). The

distribution of results for emotional well-being and social inclusion in both
groups of students shifted towards higher values (theoretical mean for the

scales is M=8). Since the arithmetic means of the results are higher than the
theoretical average, it can be said that students with and without disabilities in

three counties of Bosnia and Herzegovina achieve positive social inclusion
and emotional well-being. However, the distribution of results for academic

self-concept shifted towards lower values for students with disabilities, but not

for students without disabilities. Arithmetic means of the results indicate that
students without disabilities achieve a positive academic self-concept, while

students with disabilities have a slightly lower academic self-concept than the

theoretical average. However, high mean scores do not automatically imply
that all students are reaching satisfying levels of social and emotional

outcomes of inclusive education. Therefore, it is important to pay attention to
students who are at risk of not achieving social and emotional well-being in

school and to implement appropriate prevention and intervention strategies.

The teachers estimated that students with disabilities compared to students

without disabilities achieve lower results on all three dimensions (Table 1).

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