The master's thesis focuses on the analysis and comparison of an attitude toward school of children with special needs (hereinafter referred to as SN) who attend mainstream primary schools (hereinafter referred to as MS) and those who are educated in specialized institutions within the programs with an equivalent educational standard. The attitude toward the school of children with physical disabilities, the deaf and hard of hearing, the blind and the visually impaired, the children with autistic disorders and children with speech and language disorders are analyzed. The theoretical part, first, describes the concepts of segregation, integration, and inclusion. Possible positive and negative effects of integration and/or segregation in/from mainstream schools are presented. The second part of the theoretical framework describes the procedures for guidance of children with SN and their educational possibilities followed by a section on school attitudes. It includes an explanation of the attitude toward school, what factors affect it, and what the significance of the students' positive attitude toward school is. Then, the review of the findings of the area of attitude toward the school of children with SN is made. The basic research question of the empirical part is: "Are there differences in attitude toward school between the students with SN who are enrolled in mainstream schools and the students with SN who are enrolled in specialized institutions in programs with an equivalent educational standard?" The instrument used was a survey questionnaire (see annex 1). The sample was non-random (casual) covering 175 students of which 115 were students in specialized institutions and 60 were students in mainstream schools. The SPSS program was used to edit and analyze the results. The analysis of the results showed that for ten of the thirty-six (27.8%) claims, statistically significant differences occur between the groups studied. For most of these claims (8 out of 10), a better attitude toward school was shown by the students of specialized institutions. They expressed a stronger sense of belonging to the class, better relationships with classmates, more confidence in teachers' ability to ensure the safety of students and their equity, better participation in classes, and greater enjoyment of school breaks. For the two statements (out of ten) where statistically significant differences occurred, the students of the mainstream schools answered more positively. They expressed a lesser degree of their own violent behavior and less desire to move to another institution. In all the statements, the responses of both groups of students were directed in a positive direction. We find that both students, regardless of the institution of education, have a positive attitude towards their school. However, we also point out the importance of the differences identified.
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