Inclusion of Students with Disabilities: Comparative Perspectives of Special and Regular Teachers in Georgia

Abstract

Within a global debate around inclusion, there is a shared understanding that teachers’ attitudes are decisive in making inclusive education a reality. Research examining teachers’ attitudes in Georgia towards inclusion is scarce. This paper utilizes an explanatory sequential mixed methods design to examine teachers' attitudes toward inclusion, uncovering their predictors and highlighting the persistent influence of the Soviet legacy of 'defectology' on disability perceptions. Drawing on data obtained from 811 regular and special education teachers of 308 public schools, the study contributes to the global knowledge of the role of teachers' attitudes in promoting inclusion. The study reveals that teachers of Georgia are mostly ‘ableist’ and have deficit views of disability. The paper argues that only long-term training in inclusive practices predicts positive attitudes for both groups of teachers. Special education teachers demonstrate higher willingness for inclusion. Regular teachers spotlight normalcy, reveal low expectations for academic achievement, and focus on behaviour management rather than broader teaching practices. Both groups associate inclusion benefits primarily with social and emotional development. Resistance to inclusion is more prevailing among secondary grades, STEM, Georgian, and English teachers. The findings have policy implications for enhancing education quality for children with disabilities and teachers’ professional development system in Georgia.