Attitudes of Polish Schools’ Teachers Towards the Idea of Inclusive Education for Disabled People

Abstract

The purpose of the presented research is to determine the direction of teachers' attitudes towards inclusive education in the context of selected variables. To propagate the idea of inclusion, we need a multi-faceted diagnosis including the diagnosis of teachers' attitudes, which are responsible for its implementation. The appropriate study was conducted on a sample of 363 teachers. The diagnostic survey was used together with the tool constructed for this study -The Scale for Measuring Attitudes towards Inclusive Education. The tool was subjected to standardization procedures, high reliability (Cronbach's alpha = 0.85) and theoretical accuracy of the scale was obtained. The attitude analysis was based on the following variables: seniority (work experience in years) and the position (teachers of regular subjects or teacher-psychologist/pedagogue). Considering the tool's ability, sample size and normality of decomposition, parametric statistics were used to determine the relationships. The results of research show no significance relationship between direction of attitude and position of work and significance relation between direction of attitude and seniority.The results provide a valuable source of information to identify the causes of slow development of inclusion education in countries with similar education models. They give you the opportunity to determine the direction of change and to introduce appropriate solutions.

A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India

“…Developing positive attitudes towards inclusion is dependent upon teacher confidence, the challenging of stereotypical images of persons with disabilities and those from other disadvantaged and discriminated groups, and the provision of in-school support mechanisms. The attitudes of teachers towards marginalised populations has been thoroughly researched, both internationally [57][58][59] and in India [60,61]. Attitudes are invariably shaped by experience and the nature of contact with individuals from marginalised groups.…”

Roma students and their inclusion in schools

“…However, the data also indicate that some groups, such as Roma (European Union Agency for Fundamental Rights, 2016) and migrants (Hippe and Jakubowski, 2018), present higher school failure and school-leaving rates, and few attend secondary school. Indeed, official governmental programs are often not enough to provide the professionals in school inclusion with the skills required, and so closeted segregation happens (Czyż, 2018). As we have seen in the RoMigSc project, the collaboration between the different countries made it possible to build a global vision of the intervention strategies carried out across the range of member states, the main elements to be taken into account, and a detecting the gaps that prevented maximum effectiveness.…”

Roma students and their inclusion in schools

“…However, the data also indicate that some groups, such as Roma (European Union Agency for Fundamental Rights, 2016) and migrants (Hippe and Jakubowski, 2018), present higher school failure and school-leaving rates, and few attend secondary school. Indeed, official governmental programs are often not enough to provide the professionals in school inclusion with the skills required, and so closeted segregation happens (Czyż, 2018). As we have seen in the RoMigSc project, the collaboration between the different countries made it possible to build a global vision of the intervention strategies carried out across the range of member states, the main elements to be taken into account, and a detecting the gaps that prevented maximum effectiveness.…”