Professional competence of primary education teachers to educate pupils with disabilities

Abstract

Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.