Designing an Inclusive Educational Process: Preschool and Primary School Teachers’ Self-assessment

Abstract

How the potentials of the participants in the educational process will be used depends both on their competencies and their self-evaluation of creating an inclusive environment. Expanding, upgrading and self-evaluating the competencies of preschool and primary school teachers include, among other things, planning, preparing, professional development and teaching strategies within individualized curricula that are directed at the child. A questionnaire targeted at preschool and primary school teachers was constructed for this purpose. Based on the self-evaluation of the competencies for creating an inclusive environment, planning, teaching disabled children in appropriate ways and that of their work, this research aims to examine whether there is a correlation between preschool and primary school teachers in regular education institutions (N = 502). It has been hypothesised that there is a correlation between preschool and primary school teachers regarding their years of work experience in the self-evaluation of such competencies. The results confirm the correlation between the preschool and primary school teachers with more work experience in their higher self-assessment when it comes to the inclusive practice and lifelong education in their own education facilities, the one which sufficiently includes a variety of organized forms. Besides, the more experienced preschool and primary school teachers consider themselves more competent at planning and developing individualized curricula.