Inclusive Dispositions and Competences of School Teachers: Problems of Interrelation

Abstract

Introduction. Diversification of education of children with special needs, carried out on the basis of the inclusive educational paradigm, actualized the tasks of formation and development of inclusive competencies of teachers in general educational organizations. These competencies, however, should be considered in their connection with inclusive dispositions of a teacher as meaning structures of his/her personality. But the problem of interrelation of inclusive dispositions and teachers’ competences has not been empirically developed so far. Establishing the nature of the relationship between inclusive dispositions and competences of teachers of general education organizations was the purpose of the study, which was implemented in the context of the typological approach to inclusive dispositions of teachers and the materials of which are presented in the paper. Materials and Methods. The study surveyed 759 primary, secondary, and supplementary education teachers from 7 federal districts of Russia. The authors employed diagnostic methods, including a situational professional test for evaluating the development of inclusive competencies in teachers, as well as a self-identification questionnaire for determining a teacher’s inclusive dispositions. Results. The materials of the study show that there are reliable differences between teachers characterized by different types of inclusive dispositions with regard to all basic inclusive competencies. Least of all they are formed among teachers with pronounced negative and skeptical inclusive dispositions, with the negative disposition acting as a predictor of underdevelopment of teachers’ inclusive competencies, while the links of supportive and analytical inclusive dispositions with teachers’ inclusive competencies are weak, although reliable. Discussion and Conclusion. The study, augmented by newly obtained empirical data, enhances understanding of the professional and personal readiness of teachers for inclusive education. Its findings underscore the necessity of focused efforts to shape and refine the perceptions of a teacher’s professional activities within inclusive settings. This necessitates their integration into the development of professional training programs geared towards inclusion for teachers.