INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS

Инклузивното образование е рационален концепт кој се однесува на севкупната и долготрајна трансформација на институционалните системи во општеството, а особено во образованието. Иако во оваа трансформација с¡ уште постојат голем број на важни и нерешени прашања, како во теоријата така и во праксата, сепак должност на предучилишните установи е да ги образуваат сите ученици во редовниот образовен систем. Еден од најзначајните аспекти на инклузијата е инклузивната култура. Без добро развиена инклузивна култура во предучилишните установи и редовните училишта, не можеме да зборуваме за успешна инклузија, без разлика на добрата инклузивна политика и пракса. Овој труд е прилог кон истражувањето за развиеноста на инклузивната култура во три предучилишни установи, врз основа на начините на размислување и ставовите на предучилишниот персонал за потребата од Inclusive education is a rational concept that refers to the overall and long-term transformation of institutional systems in society, especially in education. Along with the transformation, a number of important and unresolved issues still appear in both theory and practice, as the duty of pre-school institutions and schools is to educate every student in the mainstream education system. One of the most important aspects of inclusion is the inclusive culture. Regardless of the good inclusive policy and practice, one cannot talk about successful inclusion without a properly developed inclusive institutional culture. This paper is a contribution to the research considering the development of inclusive culture in three preschool institutions. It is based on the thinking and attitudes of the preschool staff toward the necessity of developing


Вовед Introduction
Досегашните Previous experiences in our country show that a very low number of children with disabilities are included in the preschool education system.
Considering the fact that preschool education of children with disabilities represents the primary link to the education system and is a very important aspect of the integral rehabilitation system, paying more attention to this issue is necessary.There are three important factors for successful inclusion of children with disabilities in preschool education: inclusive culture, inclusive politics and inclusive practices.There are numerous arguments which show that inclusive culture is the most influential aspect in the process of inclusion of children with disabilities (1).
According to Booth and Ainscow, the indicators for inclusive culture's development are: everyone is welcome, pupils help each other, the staff collaborates with each other, the employees and pupils have a mutual respect, there is a close collaboration between the staff and the parents/carers, all available resources are included in the educational institution.We consider that if these become part of our educational system, improvements in an inclusive culture will follow (2).The goal of this research is to determine the presence of inclusive culture in the preschool institutions by using the "Index of Inclusion." The results of the research will contribute to the promotion of the general knowledge of the problem, as well as to the humanization of the conditions that are present in the preschool education for children with disabilities.They will also give support for further implementation of the inclusion process in other preschool institutions.
• 30 examinees from the preschool institution "Mladost" -Tetovo, among which 26 were teachers, 2 were social workers, 1 was pedagogic and 1 was psychologist.The research was conducted in the period between June and July, 2010.
Methods: A quantitative data processing method was used with the help of numeric and percenttage type, as well as the method of analysis of the results obtained from the research.

Instruments:
The research was conducted with the use of the questionnaire named, "Creating of the inclusive culture," which is an integral component of the Inclusion Index and the same is adapted for the preschool staff (6).It is composed of 13 indicators, divided in 2 areas: • Building a community (А.1.1-А.1.8.) and • Establishing inclusive values (А.2.1-А.2.5.) (7).In this phase of the research we decided to use the Index only to determine how much the preschool institution contains elements of the "Inclusive culture," considering that every educational institution can determine a way of using of the Inclusion Index on its own and the fact that to date it has not been used in Macedonia.In this paper, the authors present only one segment of the results which are considered to
Table 6 summarizes the data from all indicators analyzed.Namely, from the sum of 78 examinees, 77% completely agreed that everyone feels welcome, 72% agreed that the staff in the preschool institution correlates the occurrences in the institution with the children's private lives, 80% considered dedication to inclusion a combined effort of all whom are related to the preschool institution, 90% agreed that all children are expected to establish a form of achievement and 88.5% agree that all children are equally valued.
communities, in order to improve the process of inclusion; • Implement reforms in the regular educational system in which the positive sides of the successfully established inclusion processes in other countries will be considered; • Implement reforms in the specialized institutions for diagnosis and categorization of children with disabilities and their continuous cooperation with the regular education; • Allow active participation of persons with disabilities in the process of formulation of laws and decisions of their interest.

Користена литература
in close correlation to the process of inclusion of children with special needs in the mainstream preschool institutions.Namely, the area of Building a community presents the following indicators: Everyone feels welcome (A.1.1)andthestaff of the preschool institution relates the occurrences in the institution with the children's private lives(A.1.6).The area Establishing inclusive values present the following indicators: dedication to inclusion is a combined effort of any individual who is related to the preschool institution (A.2.1), аll children are expected to achieve (A.2.2) and all children are equally valued (A.2.3).The data are grouped, tabled, processed and graphically presented with the Microsoft Office Excel 2003 program. be

Table 2 .
Results from the indicator: The staff in the preschool institution relates the occurrences in the institution with the children's private livesА.1.6.Персоналот во предучилишната установа го поврзува она што се случува во установата со животот на децата во домот / The staff in the preschool institution correlates the occurrences in the institution with the children's private lives we present the results obtained from the first indicator, Everyone in the preschool institution feels welcome.It can be noted that the highest percentage of examinees (85%), consider that necessary information concerning the activities of every child are available to the parents.Табела 1. Презентирани резултатите од првиот показател: Секој во предучилишната установа се чувствува добредојденTable 1. Results from the first indicator: Everyone in preschool institution feels welcomed А.1.1.Секој чувствува дека е добредојден / Everyone in preschool institution feels welcomed

Table 3 .
Results from the indicator: Dedication to inclusion is a shared effort of every individual that is related to the preschool institution А.2.1.Посветеноста на инклузијата е заедничка за сите кои имаат врска со предучилишната установа / Dedication to inclusion is a shared effort of every individual that is related to the preschool institution

Table 4 .
Results from the indicator: Achievements are expected from all children:

Table 5 .
Table5shows that the highest percentage of the examinees (94%) agree with the statement that "Every child has molded and presented artifacts in the institution's showroom."Results from the indicator: All children are equally valued