An examination of teachers’ attitudes towards inclusive education

Abstract

The results of the research aimed at examining teachers’ attitudes towards inclusive education were presented and analyzed by Milja Vujačić, Rajka Djević and Nikoleta Gutvajn in their paper An examination of teachers’ attitudes towards inclusive education. What distinguishes this research from similar studies in Serbia is its examination of the relationship between teachers’ attitudes and their implicit pedagogies. The authors offer an account of key results of related research published both in our country and worldwide and recommend how to create further research on teachers’ attitudes, which would lead to a more comprehensive and detailed consideration of this important variable, on which the quality of application of inclusive education depends to a great extent. A basic conclusion of this research is that teachers’ attitudes towards inclusive education are moderately positive. The research has shown that there is a connection between teachers’ implicit pedagogies and their attitudes towards inclusion, that is, the closer teachers’ implicit pedagogies are to the contemporary education paradigm the more positive their attitudes towards inclusion are.