| Abstract [eng] |
Relevance and problem of the study. Creating an inclusive school is a process in which the attitude and efforts of the individuals participating in it are important, therefore it is important to assess the attitude of educators towards inclusive education, their experiences in creating an inclusive school, and the successes and challenges of inclusive education. The aim of the study is to reveal the attitudes of teachers and special educators towards inclusive education and their experiences in creating an inclusive school. The objectives of empirical research: 1. To reveal the attitude of educators on the possibilities of inclusive education for students with disabilities and disorders using a questionnaire survey. 2. Based on the survey data, to assess educators' opinions on the usefulness of inclusive education and the obstacles to inclusive education. 3. Using the interview content analysis method, to examine educators' understanding of the features of an inclusive school and changes as the school becomes inclusive. 4. Based on the interview content analysis data, to identify the success factors of creating an inclusive school and the challenges experienced by educators. Research methods: theoretical analysis, questionnaire survey, semi-structured interview, statistical data analysis, qualitative content analysis. Research sample: 119 teachers and special educators participated in the quantitative study, and 13 in the qualitative study. The conclusions of empirical research: 1. It was found that the attitude of educators towards inclusive education is positive: they positively assess their functions in creating inclusive education in the classroom, and inclusive education possibilities for students with special educational needs. Educators‘ negative attitude towards inclusive education is related to the educational problems of students with severe special educational needs. 2. Educators think that inclusive education is beneficial for both students with special educational needs and their peers: they learn to accept diversity, develop mutual support, etc. They consider the lack of special educators, large number of students in classroom; lack of cooperation; parents' attitudes, etc. as obstacles to the implementation of inclusive education. 3. According to the educators who participated in the interviews, the features of an inclusive school are: recognition of student diversity; adaptation of educational environment; accessibility of educational support, etc. As a school becomes inclusive, the following changes occur: mobilization of educational support team; improvement of educators‘ qualifications; identification of student needs, etc. 4. According to the participants of the qualitative study, the success factors of inclusive education are: knowing the student; belief in students' strengths; positive peer attitudes towards students with various needs, etc. The essential challenges of creating an inclusive school are related to the characteristics of students, the competencies of teachers, school-level problems, and the specifics of teachers' work. Keywords: inclusive education, creating an inclusive school, educators' attitudes, educators' experiences. |
