The possibility of implementing inclusive education and its determinants from the perspective of education specialists

<ns3:p>The article analyses the possibilities of implementing inclusive education in Polish preschools and schools from the perspective of education specialists. The study included 911 participants (pedagogists, SEN pedagogists, psychologists, speech therapists, and educational therapists). They assessed the feasibility of implementing inclusion principles in Polish schools and preschools, within their workplaces, and evaluated their own practices in this area. Additionally, the study examined their professional role identification, creativity, as well as their knowledge, skills, and attitudes toward inclusive education.The results indicate a moderately positive attitude toward inclusive education, with greater optimism regarding its implementation at the workplace level rather than nationwide. The key factors influencing the assessment of inclusion implementation were professional self-efficacy, identification with the teaching role, and attitudes toward inclusive education. Experience and competencies in this field also emerged as significant predictors of success. The findings highlight the need for continuous professional development for educators.</ns3:p>