Abstract:

Currently, in accordance with the global trend of inclusive education, changes in the Slovak national education policy are being introduced, which represents a challenge not only for schools but especially for teachers who are not confident in working with children with disabilities.
In the paper, the results of a pilot study on the attitudes of in-service teachers towards inclusive education are presented. For the purpose of the study, the questionnaire method was applied. The research sample consisted of 162 vocational school teachers, who indicated their answers in Mahatova’s MATIES (The Multidimensional Attitudes towards Inclusive Education Scale) focusing on three aspects of attitudes – the cognitive, the affective and the behavioural aspect.

The findings show that even though most teachers can see some positive effects of inclusive education on all students – including students with disabilities – and are aware of its benefits for all participants, they, surprisingly, support vocational school students’ segregation in schools based on individuals’ abilities. The authors of the paper attempt to describe the current situation in education in the Slovak Republic and to explain the reasons for such attitudes of teachers.

Keywords:

Inclusive education, national education policy, teachers' attitudes, segregation.