When inclusion meets the curriculum: How students with and without SEN in Croatia see their teachers' inclusive practices

Abstract This study examines lower secondary students' perceptions of inclusive teaching practices in Croatia, with a focus on personalisation and differentiation. It also evaluates the psychometric properties and measurement invariance of the Croatian version of the Inclusive Teaching Practices Scale—Students' version (ITPS‐S). The sample comprised 1317 sixth‐ and seventh‐grade students, including students with and without special educational needs (SEN). Confirmatory factor analysis supported the expected two‐factor structure of the ITPS‐S, and the scale demonstrated strong reliability and full measurement invariance across SEN status, gender, grade level and partial invariance across subject domain (Croatian language & Mathematics). Overall, students reported moderate use of inclusive practices, indicating that personalisation and differentiation are present but not yet implemented intensively. No differences were found between students with SEN and their peers or between genders. However, younger students perceived higher levels of inclusive practices than older students. Additionally, Croatian language teachers were rated as using inclusive practices more frequently than Mathematics teachers, particularly in differentiation. Results highlight the need for strengthening the implementation of inclusive teaching strategies across subjects. Implications for teacher education and professional support are discussed, emphasising the importance of enhancing teachers' competencies in differentiation and personalisation to address diverse student needs.