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

necessary to pay more attention to the inclusive method of teaching, which

considers individual differences and students' needs and which, according to
earlier research, is connected with better academic, social and emotional

inclusion.

8. References

Alnahdi, G. H., Lindner, K.-T., & Schwab, S. (2022). Teachers’
Implementation of Inclusive Teaching Practices as a Potential Predictor for

Students’ Perception of Academic, Social and Emotional Inclusion.

Frontiers in Psychology, 13, 917676. doi: 10.3389/fpsyg.2022.917676

Biščević, I., Zečić, S., Mujkanović, E., Mujkanović, E., & Memišević, H.

(2017). Obstacles to inclusion – perceptions of teachers from Bosnia and
Herzegovina, Specialusis ugdymas/Special Education, 1(36), 63-76.

http://dx.doi.org/10.21277/se.v1i36.281

Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-

575. doi.org/10.1037/0033-2909.95.3.542

Dizdarević, A., Mujezinović, A., & Memišević, H. (2017). Comparison of

teacher attitudes toward inclusive education in Bosnia and Herzegovina and
European Union. Journal of Special Education and Rehabilitation, 18(1-

2), 92-108. DOI: 10.19057/jser.2017.21

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