Attitudes towards special educational needs: Dysconscious ableism?

Abstract This article explores the impact of teacher attitudes on the provision of Special Educational Needs (SEN) and the increasing trend of segregated educational settings. It introduces the concept of Dysconscious ableism to analyse how implicit biases and perceptions shape educational processes for children with SEN. By reflecting upon teacher perspectives across different national contexts, this article aims to highlight the role of attitudes in reinforcing exclusionary practices or promoting inclusive education.