Your search

In authors or contributors
Publication year
  • The effectiveness of inclusion of students with disabilities in regular classrooms depends on many factors, among which, the teachers’ attitudes and competences play a key role. They are shaped in teaching practice and through socio-cultural experiences. To date, numerous studies have shown the importance of cross-cultural comparisons. The aim of the current study was to examine the relationship between self-efficacy and the attitudes towards including students with mild and moderate disabilities in mainstream education in teachers from Poland (n = 279) and India (n = 210). The differences found between the groups in the area of ⁣⁣sociodemographic variables and experiences in working with students with disabilities were the basis for including these variables in the analyses. Data were collected using the Attitudes Towards Teaching All Students Scale and Teacher Self-Efficacy Scale. The analysis allowed us to determine relationships between self-efficacy and attitudes towards integration of students with mild and moderate disabilities both in the group of Polish and Indian teachers. Generally, the obtained trends confirmed that higher teachers’ self-efficacy was associated with more favourable attitudes towards the inclusion of students with disabilities, but only in Indian group. The contribution of the variables of seniority, professional preparation and gender of the respondents was indicated. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

  • Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general attitudes towards inclusion. We found that Polish teachers received significantly higher scores on two subscales: POS and BEI. We also found that age and place of living influenced the attitudes of teachers in the two groups. Implications for practice are discussed. © 2017, University of Zagreb, Faculty of Political Sciences. All rights reserved.

Last update from database: 3/13/26, 4:15 PM (UTC)

Explore

Resource type

Resource language