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ORIGINAL PAPER
Inclusive education resources and specialist teachers - the role of subjective and institutional factors
1
Educational Research Institute - National Research Institute (IBE-PIB)
2
University of Warsaw
3
Jan Kochanowski University in Kielce
4
Maria Curie-Skłodowska University in Lublin
5
Jagiellonian University
6
Educational Research Institute - National Research Intitute (IBE-PIB)
Submission date: 2025-06-06
Final revision date: 2025-11-04
Acceptance date: 2025-11-17
Publication date: 2025-12-29
Corresponding author
JoMS 2025;64(4):156-176
KEYWORDS
TOPICS
ABSTRACT
Objectives:
The objective of this study was to assess the resources available to teachers—namely, their attitudes, skills, knowledge, and agency—in the implementation of inclusive education throughout their professional careers.
Material and methods:
The study employed the Inclusive Practices Questionnaire, adapted to the Polish educational context by G. Szumski and M. Karwowski. The research sample included 911 specialist teachers, providing a robust basis for quantitative analysis.
Results:
Findings reveal that both the subject taught and institutional factors—such as professional seniority, job position, and the specific profile of the educational institution—significantly influence how teachers perceive their educational practices in terms of inclusiveness.
Conclusions:
Inclusive education implementation is shaped not only by individual teacher characteristics but also by contextual and structural determinants. Supporting inclusive practices thus requires systemic efforts at the institutional level, tailored to the diverse profiles of educators and school environments.
The objective of this study was to assess the resources available to teachers—namely, their attitudes, skills, knowledge, and agency—in the implementation of inclusive education throughout their professional careers.
Material and methods:
The study employed the Inclusive Practices Questionnaire, adapted to the Polish educational context by G. Szumski and M. Karwowski. The research sample included 911 specialist teachers, providing a robust basis for quantitative analysis.
Results:
Findings reveal that both the subject taught and institutional factors—such as professional seniority, job position, and the specific profile of the educational institution—significantly influence how teachers perceive their educational practices in terms of inclusiveness.
Conclusions:
Inclusive education implementation is shaped not only by individual teacher characteristics but also by contextual and structural determinants. Supporting inclusive practices thus requires systemic efforts at the institutional level, tailored to the diverse profiles of educators and school environments.
License
FUNDING
This paper has been developed as part of the 'Accessible School for All' project coordinated by the Educational Research Institute and supported by the United Nations Children's Fund (UNICEF) in partnership with Ministry of National Education.
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