Teachers’ Preparedness for Inclusion: The Interplay of Ability and Attitude
DOI:
https://doi.org/10.48047/qbb9wp09Keywords:
Inclusive Education, Teacher Preparedness, Teacher Ability, Teacher Attitude,Abstract
The successful implementation of inclusive education depends largely on teachers’ preparedness to address the diverse learning needs of students within regular classrooms. The present study examined teachers’ preparedness for inclusion by exploring the interplay between their ability and attitude towards inclusive education. Specifically, the study sought to assess teachers’ ability and attitude, examine the relationship between these variables, and determine the extent to which they contribute to preparedness for inclusion.
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References
Ainscow, M., Slee, R., & Best, M. (2019). Editorial: The Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23(7–8), 671–676.
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