Page 182 - RUICHSS 2023 Proceeding

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

self-concept, where it is important to use an individual reference standard

orientation while providing feedback to students with SEN in inclusive
classes. Therefore, students with disabilities receive feedback about their

individual progress, so that they are less compared to the achievements of their

peers.

Among the limitations of this research, it should be noted that the research was

conducted in three out of thirteen administrative entities in BIH, and thus
results are not representative for students with disabilities in the country or

internationally. Furthermore, the size of the sample of this research did not
allow analysis by types of disabilities, and it is possible that there are

differences in emotional, social and academic inclusion between students with

different types of disabilities, which should be considered in future research.
In addition, this research did not provide analyses on the contribution of

inclusive teaching practice on student inclusion, which needs to be done in

future research.

7. Conclusions

The results of this research show that according to teachers' perceptions,

students with disabilities in three counties of Bosnia and Herzegovina, have
significantly lower levels of emotional well-being, social inclusion and

academic self-concept compared to their peers without disabilities. The

determined lower inclusion of students with disabilities points to the need for
further improvement in the implementation of inclusive education, especially

in relation to the social and emotional well-being of these students. It is
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