This study investigates pre‐service teachers' attitudes towards inclusive education in Kosovo and identifies the factors that influence and predict those attitudes. The data were collected using a quantitative method. The study involved 210 pre‐service teachers. Data were analysed descriptively through comparative means, correlate analysis, and regression analysis. The results of the study found that the pre‐service teachers had relatively positive attitudes towards inclusive education. The study indicates only one significant difference between attitudes and demographic factors: pre‐service teachers who had attended only one course in inclusive education had more positive attitudes than those who had attended two or more. The Pearson's correlation results found no positive correlation between pre‐service teachers' attitudes towards inclusion and self‐efficacy. The predictors of pre‐service teachers' attitudes are courses for inclusive education, teaching placements during training and self‐efficacy. The findings recommend that teacher training programmes should provide objective information about the complexities of inclusion, as well as provide practices that enable pre‐service teachers to develop pedagogical skills and increase self‐efficacy in implementing inclusive education.
Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers’ Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.
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