The inclusive teacher: individual factors, perception of disability and teaching strategies

Abstract

The purpose of this study1 was to investigate the relationship between the didactical strategies and educational practices and the teachers perception about inclusion and disability; and if this relationship was different on the level of experience that the teacher has acquired in inclusive context. The results showed that a positive attitude towards inclusion encourages the use of adequate educational strategies. It is also clear, a significant correlation between teachers acceptable job satisfaction and professional self-efficacy and a greater propensity to inclusion and interaction with disabled students. This seems more evident in the group of teachers with greater experience of interaction with pupils with special educational needs; unlike the less experienced colleagues for inclusion which manifest, however, a higher concern and opinions not favorable towards inclusion context. This confirms the need to focus attention on the “education” of the teacher, particularly of the curriculum one, often unable even just to imagine the different possible
worlds that an inclusive context can offer, and not just to the pupils.