Expectations of school staff on the integration of regular and special education: challenges and insights

Abstract

The study investigates school staff's expectations of integrating regular and special education, through exploring the factors influencing their attitudes toward inclusive education. Drawing from a survey with 7,222 primary school employees, the study examines the impact of educational level, special education training, perceived competence, professional development, and workplace discussions on staff's confidence in regular education accommodating students with diverse needs. Key findings reveal that higher education levels and specialised training correlate with greater optimism for inclusive education. Additionally, perceived competence and access to professional development significantly influence positive expectations, while workplace discussions alone are insufficient. These insights highlight the need for comprehensive training and continuous support from EPS to foster effective inclusive practices.