“…Polish studies conducted among teachers indicate that they have a positive attitude towards integration and inclusion (Barańska & Sirak, 2015;Domagała-Zyśk, 2018) and see benefits of inclusion for both children with disabilities (Bartnikowska, Ćwirynkało & Żyta, 2016) and typically developing children (Bartnikowska, Ćwirynkało & Żyta, 2016). Teachers present a high level of acceptance for inclusion in case of students with milder forms of disability: hearing and visual impairment as well as mild intellectual disability (Ćwirynkało & Żyta, 2015;Uberman & Mach, 2016). The level of acceptance for the presence of students who are blind, deaf or with deep intellectual disabilities in the integration and public schools is definitely lower (Ćwirynkało & Żyta, 2015;Bąbka & Podgruszewska, 2016;Uberman & Mach, 2016).…”