Teachers’ attitudes and views of mainstream classes to inclusion

In the present study teachers’ attitudes and views to inclusion of pupils with special education needs (sen) and disabilities in mainstream school are explored. 26 teachers of primary schools participated in the study, discussing a series of questions through the method of focus groups. The results showed that the majority of teachers face the attendance of pupils with sen and disabilities of mainstream school as a challenge, if they are well-equipped with knowledge on special education and depending on the type of sen. They prefer not to refer him to a special school but to have a cooperative relationship with his parent. They consider their training in special education to be insufficient, proposing a systematic in-service training in an experiential way by experienced colleagues. The support for pupils with sen and disability is not sufficient and they propose early staffing of mainstream schools with teachers of special education and the limitation of parental intervention in the school processes.