Page 180 - RUICHSS 2023 Proceeding

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

emotional well-being and an inclusive teaching practice that considers

individual differences and students' needs (Pozas et al., 2021, Alnahdi et al.,
2022). By applying this method of teaching, students feel respected, they

experience that the teachers care about them, which is reflected in their well-

being at school. Given that available research on inclusive education in Bosnia
and Herzegovina points to the need for teachers to be additionally educated to

work in inclusive conditions (Bišćević et al., 2017), it is possible that the lack
of such an approach contributes to the established differences between

students with and without developmental disabilities. According to recent

research (Schwab et al., 2022), emotional well-being is significantly related to
the teacher's positive feedback on the student's behaviour and his achievement,

with positive feedback on behaviour having a stronger influence. The
established difference in emotional well-being in this research can be

explained by possible less frequent positive feedback to students with
disabilities compared to students without disabilities.

Regarding social inclusion, the results show that students with disabilities

have fewer interactions with their peers in class than students without
disabilities, which is in line with the results of previous research (e.g., Alnahdi

et al., 2022, Pozas et al., 202; Hassani et al., 2020). It is obviously necessary
to systematically encourage interactions between students with disabilities and

their peers, to familiarise peers with the challenges faced by students with

disabilities to better understand their behaviours and thus accept them more.
In addition, the impact of teacher feedback on students' social acceptance plays

a significant role, i.e., information about peers that comes from teachers serves

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