INCLUSIVE STRATEGIES IN EDUCATION AND PSYCHOLOGICAL DETERMINANTS OF TEACHERS’ ATTITUDE TO INCLUSION

Abstract

The article provides a socio-psychological analysis of attitudes towards inclusiveness among teachers and a study of the role of such psychological determinants as social desirability and self-efficacy in the use of inclusive strategies in education. The study involves theoretical, methodological and statistical data analysis. A comprehensive analysis of the obtained results is carried out. Primary teachers are shown to report lower scores relative to the overall score and dimensions of inclusion, namely impact on the teacher, impact on the environment, impact on other children, and impact on the student with a disability. The analysis model shows that attitudes towards inclusion indirectly influenced the use of an inclusive strategy and influenced the level of awareness of the application of inclusive strategies and self-efficacy. The social desirability of educators did not significantly affect both the level of awareness of inclusive strategies and self-efficacy, but not the direct use of inclusive strategies. The results of the study show that familiarity with inclusive strategies and high self-efficacy in their implementation are closely related to the use of inclusive strategies in the professional activities of a teacher, that is, directly in the education system, at school. In addition, more attention should be paid to primary school teachers, who have lower scores in relation to inclusiveness and higher scores in social desirability. It can be concluded that university curricula should be more geared towards training future teachers on inclusiveness, especially as it relates to the management of different types of disabilities in the same educational setting.