<abstract xmlns="http://www.w3.org/1999/xhtml"><bold><italic>Introduction:</italic></bold>In the proposed paper, the key findings of the national project “School Open for Everyone” are presented. The research focused on the conditions and preparedness of schools for inclusive education. As a part of the project, an investigation into first-grade teachers’ attitudes towards and opinions on the education of pupils with special educational needs in primary schools was carried out.<bold><italic>Methods:</italic></bold>In the research, the qualitative phenomenological method based on the grounding theory was applied. The sample consisted of 218 female teachers with a minimum of 20% of disadvantaged students in their classroom.<bold><italic>Results:</italic></bold>The main findings show that the teachers’ opinions and attitudes towards inclusive education are positive and they appreciate their cooperation with specialists in schools. The research revealed some barriers to the realization of inclusive education - e.g. the disadvantaged children’s poor school attendance or their general unpreparedness for school.<bold><italic>Discussion:</italic></bold>In their suggestions, the respondents did not come up with any new, revolutionary or creative ideas. Therefore, searching for solutions should not be limited to teachers’ suggestions, but inspiration should be found in examples of good practice from abroad and in the activities of creative teachers and movements.<bold><italic>Limitations:</italic></bold>Having “only” a homogenous sample of first-grade teachers can be perceived as a limit, but it is balanced by the fact that these teachers represent the children’s first contact with schools and with people outside their families.<bold><italic>Conclusions:</italic></bold>The key findings show that teachers have positive attitudes towards the concept of inclusive education, but they call for more favourable conditions ensured by the state and the respondents proposals were located externally. The findings revealed a number of new or growing problems to be immediately dealt with and an urgent need for changing our school system.</abstract>

Introduction:In the proposed paper, the key findings of the national project “School Open for Everyone” are presented. The research focused on the conditions and preparedness of schools for inclusive education. As a part of the project, an investigation into first-grade teachers’ attitudes towards and opinions on the education of pupils with special educational needs in primary schools was carried out.Methods:In the research, the qualitative phenomenological method based on the grounding theory was applied. The sample consisted of 218 female teachers with a minimum of 20% of disadvantaged students in their classroom.Results:The main findings show that the teachers’ opinions and attitudes towards inclusive education are positive and they appreciate their cooperation with specialists in schools. The research revealed some barriers to the realization of inclusive education - e.g. the disadvantaged children’s poor school attendance or their general unpreparedness for school.Discussion:In their suggestions, the respondents did not come up with any new, revolutionary or creative ideas. Therefore, searching for solutions should not be limited to teachers’ suggestions, but inspiration should be found in examples of good practice from abroad and in the activities of creative teachers and movements.Limitations:Having “only” a homogenous sample of first-grade teachers can be perceived as a limit, but it is balanced by the fact that these teachers represent the children’s first contact with schools and with people outside their families.Conclusions:The key findings show that teachers have positive attitudes towards the concept of inclusive education, but they call for more favourable conditions ensured by the state and the respondents proposals were located externally. The findings revealed a number of new or growing problems to be immediately dealt with and an urgent need for changing our school system.

Interviews with Teachers about Inclusive Education

Department of School Pedagogy and Psychology

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Interviews with Teachers about Inclusive Education"}

Introduction:In the proposed paper, the key findings of the national project “School Open for Everyone” are presented. The research focused on the conditions...

Interviews with Teachers about Inclusive Education

Publié en ligne: 31 juil. 2020

Pages: 95 - 111

Reçu: 11 févr. 2020

Accepté: 01 avr. 2020

DOI: https://doi.org/10.2478/atd-2020-0012

Mots clés
inclusion, diversity, teachers, special education needs, inclusive schools, causal attribution

© 2020 Miron Zelina, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Interviews with Teachers about Inclusive Education

Publié en ligne: 31 juil. 2020

Pages: 95 - 111

Reçu: 11 févr. 2020

Accepté: 01 avr. 2020

DOI: https://doi.org/10.2478/atd-2020-0012

Mots clésinclusion, diversity, teachers, special education needs, inclusive schools, causal attribution

© 2020 Miron Zelina, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
inclusion, diversity, teachers, special education needs, inclusive schools, causal attribution