INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF PRE-PRIMARY AND PRIMARY EDUCATION STUDENT TEACHERS
The idea of inclusive education is a new element in Slovakia. Slovakia is one of the countries with a long and very strong tradition of educating pupils with SEN at special schools. It is therefore natural that teachers have different attitudes towards inclusion. Naturally, this also applies to the pre-serviceteachers at the faculties of education.
Teachers need to embrace the idea of inclusion within education as an idea they can identify with. It means:
- To feel and act more positive about handicapped children (1);
- To overcome the fear of their own potential disability (2); and especially
- To adopt the idea of equal opportunities in the education of handicapped children (3).(Forlin, Earle, Loreman, Sharma, 2011)
Higher education for pre-primary and primary education teachers responds to discussions on inclusive education and supports the need for accepting the diversity within education during the pre-graduate training. Based on a number of researches, it appears that subjects focusing on inclusive education and dedicated to special education can have positive impact on shaping pro-inclusive attitudes among student teachers (Loreman et al, 2007, Lancaster, Bain, 2007, Burke, Sutherland, 2004).
In the study, we present the findings of a research into the attitudes of pre-service teachers at the Faculty of Education, at Matej Bel University in Banská Bystrica. For this purpose, we have used the SACIE-R research tool that we submitted to the students. Using factor analysis of their responses, we identified the main dimensions of student attitudes.We compared these dimensions with the dimensions that were identified within the study (Tanriverdi, 2016). The findings show, that students’ perception of inclusion depends on the actual curriculum. It turns out that the intensity and nature of their attitude depend on the duration of student's studies. These findings are also apparent from the comparison of student measurement results at the beginning and the end of their studies.
 Burke, K., Sutherland, C. (2004).Attitudes towards inclusion: Knowledge vs.Experience.Education, 125(2), pp.163-172.
 Forlin, C., Earle, C., Loreman, T., & Sharma, U.(2011).The sentiments, attitudes and concerns about inclusive education revised (SACIE-R) scale for measuring teachers' perceptions about inclusion. Exceptinality Education International, 21(3), pp.50-65.
 Lancaster, J., Bain, A.(2007).The design of inclusive education courses and the self- efficacy of preservice teacher education students.International Journal ofDisability, Development and Education, 54(2), pp.245-256.doi: 10.1080/10349120701330610
 Loreman, T., Forlin, C., Sharma, U.(2007).An international comparison of preservice teacher attitudes towards inclusive education.Disability Studies Quarterly,27(4), pp.1-13.
 Murdaca, M.A., Patrizia,O., Costa, S. 2016. Evaluating the perception of disability and the inclusive education of teachers: the Italian validation of the Sacie-R (Sentiments, Attitudes, and Concerns about Inclusive Education – Revised Scale), European Journal of Special Needs Education 33(1), pp.1-8
 Tanriverdi, T.2016. Adaptation of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale on a Turkish Population.Academic Research International Vol.7(1), pp.123- 134.