Abstract:

Diversity and inclusive education are central educational topics in contemporary education.

This study aimed to examine:
(1) the relationship between teachers' perceived competencies in teaching students with severe learning difficulties and sociodemographic variables and
(2) differences in those competencies in accordance to participation in professional development during initial training (report of attendance of course on teaching students with developmental disabilities) and in-service training in the field of inclusive teaching.

A total of 292 classroom and subject teachers working in Primorsko-goranska and Međimurje counties participated in the survey. The Scale of competencies for teaching students with severe learning difficulties was used. A factor with good metric properties was identified, which describes teachers' knowledge and skill, motivation, use of inclusive teaching strategies for students with severe disabilities. Findings indicated that senior teachers perceived higher levels of own competence in teaching students with severe learning difficulties. Gender, district, teacher position, and degree level are not relevant in their perception. On the other hand, teacher differs in their self-assessments related to the statement about the course taken during the study and participation in professional development in teaching students with disabilities. Teachers who reported having taken a course on teaching students with developmental disabilities during their studies and those who had participated in professional development in the field of inclusive teaching perceived themselves as more competent. The quality of teaching students with severe learning difficulties is primarily related to the teacher competencies and their effectiveness in responding to students' needs in learning education content and achieving learning outcomes. The results of this study highlighted the role of professional development in strengthening teacher competence in inclusive classrooms.

Keywords:

Competencies, teachers, students, severe learning difficulties, professional development.