The Mediating Role of Special Education Preparedness in the Relationship Between Attitudes Toward Individuals with SEN and Attitudes Toward Inclusion

This study examines the mediating role of special education preparedness in the relationship between attitudes toward individuals with special education needs (SEN) and attitudes toward inclusion. We worked with a total of N = 233 Hungarian teachers in Transylvania, from whom information was obtained through self-administered questionnaires. The research was based on a cross-sectional, correlational design. The results show that a higher level of special education preparedness was significantly and negatively correlated with negative attitudes toward individuals with SEN, while a positive correlation was found with more favorable attitudes toward inclusion. The mediation analysis indicates the partial mediating role of special education preparedness in the relationship between negative attitudes toward individuals with SEN and positive attitudes toward inclusion. The practical implications of the results highlight that, during teacher training, special attention should be paid to the integration of differentiated teaching methods, adapted educational practices and empathy development in relation to SEN students, which can foster more favorable attitudes toward inclusion.