Interviews with Teachers about Inclusive Education

Miron Zelina 1
  • 1 DTI University, Department of School Pedagogy and Psychology, Dubnica nad Váhom, Slovakia

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.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Barnová, S., & Krásna, S. (2018). Academic procrastination - One of the barriers in lifelong learning. R&E-Source, 5(13), 8-12.

  • Booth, T., & Ainscow, M. (2007). Ukazatele inkluze - rozvoj učení a zapojení ve školách. Bristol: CSIE, Rytmus o. s.

  • Frederickson, N., & Cline, T. (2015). Special Educational Needs, Inclusion and Diversity. New York: Open University Press.

  • Geršicová, Z. (2012). Osobnostná a sociálna výchova ako prierezová téma vzdelávania na jednotlivých stupňoch škôl v SR. Acta Humanica, 9(2A), 197-203.

  • Geršicová, Z., & Barnová, S. (2018). Personal and social training as a part of class teachers’ lifelong learning. Acta Educationis Generalis, 8(2), 24-39. https://doi.org/10.2478/atd-2018-0009

  • Hlásna, S. (2014). Teoretické základy výchovy. Dubnica nad Váhom: DTI.

  • Kelly, H. H. (1972). Causal Schemata and the Attribution Process. New York: General Learning Press.

  • Lukas, J. (2012). Připravenost školy k inkluzívnímu vzdělávání. Cesta ku kvalitě. Národní ústav pro vzdělávání.

  • Lukšík, I. (2008). Kvalitatívne poistky nástrah cieleného výskumu: porovnanie základného a cieleného výskumu. In M. Petrjánošová, R. Masary, & B. Lášticova (Eds.), Kvalitatívny výskum vo verejnom priestore. Human communication studies, 10, 27-30. Bratislava: Kabinet výskumu sociálnej a biologickej komunikácie SAV.

  • Porubčanová, D., & Pasternáková, L. (2018). Influence of socially disadvantaged environment on aggressiveness of pupils at primary schools. Acta Educationis Generalis, 8(1), 104-115. https://doi.org/10.2478/atd-2018-0007

  • Tamášová, V. (2019). Inkluzívne prostredie strednej školy a potreba kooperácie učiteľov s rodičmi znevýhodnených žiakov a s poruchami správania. In D. Lančarič (Ed.), Jazykovedné, literárnovedné a didaktické kolokvium 55 (pp. 75-92). Bratislava: Z-F Lingua.

  • Zelina, M. (2019). Východiská inkluzívnej edukácie rómskych detí. Prevencia, 18(1), 3-9.

OPEN ACCESS

Journal + Issues

Search