Open AccessSelected determinants of the attitudes of educational staff towards inclusive education
Author(s) -
Anna Czyż
Publication year - 2020
Publication title -
edukacja elementarna w teorii i praktyce
Language(s) - English
Resource type - Journals
eISSN - 2353-7787
pISSN - 1896-2327
DOI - 10.35765/eetp.2020.1557.04
Subject(s) - mainstream , inclusion (mineral) , institution , special education , psychology , positivism , educational institution , scale (ratio) , position (finance) , pedagogy , mathematics education , medical education , sociology , political science , medicine , social psychology , social science , physics , finance , quantum mechanics , law , economics
The article brings up extremely important issues for disabled people: selected conditions for the success of the educational inclusion process. The research was conducted in a positivist paradigm and was focused on the attitudes of teachers and determinants of these attitudes. For diagnostic purposes, the research tool “Scale for Testing Teachers’ Attitudes Towards Inclusive Education” was used. A total of 363 teachers, school counselors, and school psychologists took part in the study. They represented levels of education from kindergarten to middle school (which is currently part of primary school in any case). Both special and mainstream schools were represented in the study. Variables such as age, type of institution, level of education, and position were taken into account. The results confirmed the hypoth- eses that some variables—type of institution, level of education, and position—significantly discriminate the results of the groups.