If You Are Not Really Ready, It Won´t Work" Attitudes of Head-teachers and Teachers of Public Primary Schools towards Inclusion
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| Year of publication | 2016 |
| Type | Appeared in Conference without Proceedings |
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| Description | Current changes in culture and society have been reflected in education where diversity is becoming a social norm and inclusive education a standard answer to this situation (Banks 2008). Education in natural, non-restrictive environment is an unequivocal right of children and students and as such is encompassed in national as well as international legislation (Tienda 2013). Researches focusing on factors determining the success of inclusion indicate that the importance of actors involved in the process of building an effective inclusive environment is crucial (Avramidis, Norwich 2002; Hodkinson 2006). Head-teachers are responsible for “putting inclusion into practice” and supporting inclusive philosophy in their staff policy (Abbott 2006). However, the crucial driving force in this process are teachers, not only their competences or key skills and knowledge; but also, and according to some researchers namely, attitudes towards education of students with special educational needs and the extent to which they internalized the philosophy of inclusion. Our research employed qualitative research strategy allowing us to analyze attitudes and the process of their formation. Data was obtained via focus groups with teachers and head-teachers (total of 40 participants, chosen by purposeful sampling). The discussion focused on attitudes to inclusion as well as day-to-day facilitators and barriers to its implementation in primary education. Preliminary findings revealed that head-teachers consider the shift to inclusion as a change requiring certain personal “struggles” and the school management´s full involvement. In their point of view, development and maintaining of inclusive environment significantly depends on the personality of head-teachers and their influence on staff. Barriers to enhancement of inclusion are perceived at several levels, e. g. personal level (teachers or parents), system level (legislation, future-teachers´ preparation, financial reward to teachers or current trend in education giving importance to outcomes and measurable success). Teachers perceive inclusion as part of their work more than philosophy or value category identified by head-teachers. During the discussions, their voices were less united and less in favour of inclusion compared to the opinion of the head-teachers. Teachers in service mentioned all kind of obstacles, barriers and difficult situations they face when putting inclusion into everyday practice. |