SOCIAL INCLUSION OF CHILDREN WITH DISABILITIES THROUGH THE LENS OF INCLUSIVE EDUCATION THEORIES IN PRESCHOOL INSTITUTIO

Abstract

This paper explores social inclusion and support for preschool-aged children with disabilities in Bosnia and Herzegovina. Children with disabilities often face numerous barriers that hinder their equal participation in social activities. Focusing on preschool institutions as key actors in the process of social inclusion, the paper analyzes current practices, challenges, and opportunities for improving support for children with disabilities. Through a review of available sources, official statistical data, and existing research, the paper provides deeper insights into the experiences and needs of children with disabilities. Special attention is given to the role of preschool institutions in promoting inclusive education and creating a stimulating environment that enables every child to develop their full potential. The theoretical framework of this study is based on key social work theories that explain inclusion and social protection, including the theory of social justice, ecological theory, empowerment theory, and systems theory. These theories provide a comprehensive understanding of the challenges faced by children with disabilities and their families, as well as the ways in which society can respond to their needs. This paper contributes to a better understanding of the complexities of inclusive education and offers guidelines for improving practices in preschool institutions, emphasizing an integrated approach to supporting children with disabilities and their families within the context of social protection.