In this paper, we discuss the need for pre-service teachers to enter the classroom with the disposition to focus on individual strengths and to understand how the diversity of students’ abilities and backgrounds contributes to the subjective well-being of the student population. We believe that building positive psychology environment and “flourishing schools” will be one of the prospective ways in order to create inclusive education environment. The single most important contribution of positive psychology has been to provide a collective identity – a common voice and language for researchers and practitioners from developmental psychology and psychopathology, educational psychology and clinical psychology. Positive psychology has been a highly generative initiative, both in its implications for basic theory and laboratory research and in its implications for practice. These are research questions of profound value, since they offer insights into the fundamentals of human nature as viewed from a positive psychological perspective. Although definitions of high quality teaching vary considerably a good teacher capitalizes on the strength of every student. Yet, novice teachers struggle to identify all students’ abilities. Many teachers describe inclusion practices as just another obstacle encountered in the classroom. Scholars seek to identify ways of changing this burden of inclusion mindset to a welcoming/ enriching notion aligned with positive psychology concepts.
Keywords: positive, psychology, inclusive, education.
Ph.D. Lence Miloseva, Ph.D. Jozefina Marelja