Exploring differences in Primary School Teachers’ Attitudes Towards Inclusive Education in Kosovo

Abstract

ABSTRACT Grounded in the belief that children educated together learn to live together, inclusive education is a major aspiration, with teachers’ attitudes serving as a pivotal indicator of its successful implementation. Based on their importance, this study aimed to investigate for the first time, factors that shape these attitudes of primary school teachers in Kosovo. The examined factors examined included gender, age, prior experience with students with special needs, and training in inclusion. A total of 204 respondents (49 males and 155 females) completed the ‘TAIS’ questionnaire by Salovitta (2015). Hypotheses were tested using t-test analysis. The results revealed significant differences, albeit small, between teachers who had received training in inclusiveness and those without such training, with the former displaying more favourable attitudes. These findings reaffirm the critical role of teacher training in the successful integration of children with special needs into regular classes. In contrast, the results indicated no significant differences in attitudes based on age, gender, or prior experience with students with special needs. This, essentially, is a positive sign, as it suggests that teachers, regardless of their age, gender, and previous experiences, have a solid foundation on which to build positive attitudes towards inclusion through training.