THE ROLE OF INDIVIDUAL FACTORS OF TEACHERS AND PROFESSIONAL ASSOCIATES IN IMPLEMENTING INCLUSIVE EDUCATION

Abstract

The aim of this review paper is to examine and highlight the importance of individual characteristics of teachers and professional associates in implementing inclusive education. A review of contemporary theoretical frameworks and findings from recent empirical research indicates that the context of educational work is crucial, as it encompasses not only social interactions and broader cultural and historical circumstances, but also personal factors of students as well as their teachers and professional associates. Within this framework, particular emphasis is placed on the professional competencies, personality traits, and attitudes of teaching and professional staff, all of which are analyzed in this paper. According to current knowledge, key competencies that contribute to effective inclusive practices include pedagogical, social, and emotional skills. Additionally, teacher personality is recognized as an important factor influencing their ability to regulate emotions, professional effectiveness, motivation, and overall job performance. Furthermore, numerous studies point to the significance of teachers’ attitudes toward students with disabilities – positive attitudes are associated with greater commitment, more successful relation-ship-building with students and their families, and improved educational outcomes. In contrast, negative attitudes often stem from a lack of experience and a perceived lack of competence in working with this student population. By synthesizing the identified individual factors, it is possible to develop guidelines for future professional development programs, aiming to strengthen support systems for students with developmental disabilities.