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SUMMARY/RESUME

We can meet children with (disabilities) special needs everywhere. In fact, they
have similar difficulties, it doesnt matter of what cultures they belong to or what
language they speak. The challenge understanding of children with special needs is
to find a way of describing that to their parents and all others to help each child in a
unique way that suits his peculiarities.

If we look through history, we will see that the children with special needs are
related labelled and raw. They used the global labels such as autism, mental
retardation. It was offered a prognosis compared to those labels. The child defined
as autistic expected to have quite the restricted life. During the last years, it found
out that children that are normally in the same categories are actually quite different
from each other. In some cases, these differences are greater than the similarities.
Each child is unique in its kind. Parents and professionals have an obligation to
create a therapeutic approach based on the child's uniqueness, and not to follow the
standard program designed for all children with the same diagnosis. To this end,
parents and professionals need to understand the child's unique structure.
In theory, terms of children with special needs are defined, given their structure,
ways to help as many students with special needs to successfully pass from V to
VI-grade.

The aim of this study was to examine the attitudes of teachers about the importance
of proper interpretation of the phrase children with special needs, and, among other
things, about steps to be taken in the transition of students with special needs from
two-class to subject (specialized) teaching, to support students with special needs in
the sixth grade. The cause of examinees comprised 140 teachers from six primary
schools in the Central Bosnia Canton.
The results showed that there was no statistically significant difference in the
attitudes of teachers about the importance of proper interpretation of the phrase
children with special needs in relation to gender and age of teachers. The findings
show that there is no statistically significant difference in the attitudes of teachers
about appropriate development practices within the individual curriculum. Final
results showed that the transition of students with special needs from class to
subject teaching in primary schools requires activities and outside the defined
curriculum.
Keywords: students with special needs, class, and subject teaching.