Comparison of General and Special Education Teachers’ Knowledge of Inclusion Legislation and the Role of Gender in Willingness to Improve Practice

Inclusion is an educational approach that values diversity and ensures equal rights and opportunities for all individuals, regardless of their background or abilities. The continuous professional development of educators plays a pivotal role in advancing this approach, as it enables them to strengthen their competencies, acquire new knowledge, adapt to contemporary pedagogical practices, and implement effective inclusion strategies in the classroom. The present study examines the willingness of primary education teachers in the Attica region of Greece to engage in professional training, with a particular focus on gender differences. It also explores variations in knowledge of the legal framework supporting inclusive education between special education and general education teachers. The study involved 304 educators, and data was collected through a structured questionnaire designed in accordance with current research literature. The sample was predominantly female (89.1%), reflecting the demographic composition of primary education teachers in the region. The findings revealed that general education teachers demonstrated a moderate level of knowledge regarding the legal framework supporting inclusive education, whereas special education teachers exhibited a higher level of understanding. Moreover, male educators appeared more willing to learn from other professionals to enhance their inclusive practice, while female educators showed a greater tendency to critically reflect on their beliefs about students with special educational needs.