Although the attitudes toward people with disabilities had improved, there is still evidence that they remain stigmatized. The aim of this research was to determine the differences in attitudes toward people with disabilities among participants based on their sociodemographic characteristics and attitudes toward inclusive education. The sample consisted of 261 students that were surveyed using the Multidimensional Attitudes Scale toward Persons with Disabilities, and a questioner designed by the authors regarding attitudes toward inclusion. Students who have had previous contact with people with disabilities had more positive attitudes. The majority of them had positive attitudes towards inclusive education and had the opinion that children who are enrolled in inclusive classes do not disrupt typically developing children‟s‟ educational process. It is of great importance to examine attitudes of students toward people with disabilities, because it is considered that attitudes of students represent future attitudes of the population. Key words: attitudes, students, disability, inclusion.

Due to COVID-19 pandemic faculties were closed and online educational platforms were used, which caused the process of transferring from conventional learning to online learning at majority of higher educational institutions across the world. The aim of this research was to examine types of technology students of Faculty for special education and rehabilitation own, types of technology their faculty owns, self-perceived level of proficiency in using certain programs, students’ satisfaction with certain services or spaces provided to them by their faculty, students’ belief in usefulness of certain aspects of technology use at their faculty, perception of usefulness of particular technologies at their faculty, as well as their opinions about technology use during lectures. The sample included 156 students and the survey distributed to respondents was a survey designed by Honeychurch & McCluckie (2007).Almost all respondents own smartphone (97.4%) and a computer, while only 26.3% of the sample owns tablet device. The programs that students believe their level of proficiency in using is excellent are internet (53.2%) and email (41%). The students are not satisfied with faculty spaces and services. Majority of the sample believes that usingtechnology can help them in all aspects of their studies and that technology is the most useful in making them feel more connected to their peers.We recommend replicating this research again now, since the study was conducted when the COVID-19 pandemic started. We believe it is important for students, as well as teaching staff to be properly trained on how to use technology. Key words: technology, faculty, satisfaction, students.

Parents of children with disabilities are eligible to apply for additional services to aid their child in the education process. Parents frequently use the service of shadow teachers, but they often end up unsatisfied with the service and change shadow teachers repeatedly. The aim of this research is to a) examine shadow teachers' beliefs about their obligations; b) determine what are their obligations; c) determine what they believe is their level of proficiency in different areas of shadow teaching position and d) determine the discrepancy between what shadow teachers believe their job should be and what job obligations they were expected to do while shadowing a child. The instrument used was the survey distributed by Manansala & Dizon (2008), it was translated into Serbian language and modified. The sample consisted of 36 students of Faculty for Special education who currently work or have worked in the past as a shadow teacher. Since the sample consisted of shadow teachers who are also students of special education, it is expected that most of the sample believe that they are very proficient in all job areas. There was a huge discrepancy between what they believe is their job obligation and what their job responsibilities are in all five areas. Future research implications and study limitations were discussed. Key words: shadow teachers, inclusion, school, disability.