EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Teachers Competency for Inclusive Education


SEN student have right for appropriate education, based on their interests, needs and abilities together with their peers. Does teacher in regular school possesses required general and specific competency and knowledge for SEN student teaching is the main question in the field of compulsory education. To work in inclusive classroom, teacher has to know specific characteristics about disabilities, strategy of teaching and develop personal competencies to create stimulating environment for learning. This study want to discuss teacher personal perception of their own competency for teaching SEN student in early and compulsory regular education. Sample is conducted from 100 early and compulsory teachers, employed in regular schools. For this study questionnaire was created. In first part there are general questions about age, level of education, experience working in school. Second part includes 47 items divided in 7 areas, experience with SEN students, attitudes about disabilities, knowledge, acceptance, professional support in school. Results shows that about 70% of examined teacher have none or very little knowledge about teaching SEN students, and their attitudes are mostly negative but younger teachers experience higher competencies. Further, some teachers that have positive attitudes about inclusive education would not accept SEN student if could make choice. Competencies of examined teacher in regular school are not equally developed. Reason for those findings, in some aspect, could be found in teacher training college program which has been changed in last decades. According to results, and teachers personal perception of their own competency, conclusion that teachers do not have necessary skills and competency can be made.

Keywords: SEN studentteacher competenciesinclusion

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About this article

Published online: 20.11.2014
Pages: 407-412
Publisher: Future Academy
In: Volume 11, Issue 4
DOI: 10.15405/ejsbs.141
Online ISSN: 2301-2218
Article Type: Original Research
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