This cross-sectional study aims to examine the quality of life and difficulties in the daily functioning of patients with impaired visual acuity treated with intravitreal drugs. The survey included 180 adult respondents (78 male and 102 female). The standardized, validated questionnaire VFQ 25 version 2000 was used to measure the quality of life. Results show that, in general, regarding visual functioning, men are significantly more satisfied than women, they rate less intensity of pain, and their distance vision is better. Men report fewer restrictions than women, better color, peripheral vision, and overall visual functioning. The best vision results are in individuals under the age of 60 who also report significantly better social functioning, mental health, fewer restrictions, and less dependence on others. The only significant association between the number of drug applications and the scale of visual functioning is driving motor vehicles—the more applications of the drug they received, the less likely they are to drive a car. The quality of life in patients with chronic ophthalmic diseases treated with intravitreal drugs is reduced, particularly in elderly and female patients who have poorer visual acuity, poorer health in general, and limited social roles.

For children with developmental disabilities, inclusion in mainstream kindergartens is considered the most appropriate type of education. To achieve this goal, certain preconditions of education quality must be fulfilled, such as process and structural aspects of early education quality. Staff attitudes on inclusion of children with disabilities, and inclusion in general, are one of the process preconditions. Knowing the main sources of negative attitudes towards children with disabilities, which are one of the biggest challenges in the inclusion process, enables understanding of the nature of attitudes, provides guidance for measuring those attitudes more accurately and improves the inclusion process. The aim of this research was to examine the attitudes of kindergarten teachers on the inclusion process in mainstream kindergartens in the Republic of Croatia, and to analyse how those attitudes depended on teacher age, education level, work experience (and years of work in the profession), size of the place of employment, and experience working with children with developmental disabilities. The research participants were kindergarten teachers (N=333) in 14 kindergartens offering a full-time programme in the Republic of Croatia. Data were collected with the Opinions Relative to Integration of Students with Disabilities (ORI) questionnaire, which had been translated to Croatian and adapted for this population. Most participants had neutral or mildly negative attitudes toward inclusion. More positive attitudes toward inclusion were associated with older age, lower education level, and smaller work environment. These results can be a starting point for further analysis of inclusive issues and the development of lifelong learning programmes for kindergarten teachers in preschool settings.