Inclusive Education for Pupils with Intellectual Disabilities in Today’s Schools: The Perspective of Special Needs Teachers and Supporting Factors

Abstract

This academic article focuses on the issue of inclusive education for pupils with intellectual disabilities in the context of contemporary primary schools from the perspective of teaching staff. The aim of the research was to analyse teachers’ attitudes towards inclusive education, identify factors supporting inclusion, and highlight the barriers affecting the education of pupils with intellectual disabilities in lower secondary schools. The theoretical part of the article is based on current concepts of inclusive pedagogy, the role of the special needs teacher, and support measures in inclusive education. The empirical part was conducted using a quantitative questionnaire survey. The research sample consisted of 94 teaching staff working in primary schools, including schools established under Section 16 of the Education Act. The research findings showed that teachers perceive inclusive education as an important tool for social participation and the promotion of diversity; however, they also highlight a number of organisational, staffing and methodological difficulties associated with its implementation. Among the most significant barriers, respondents cited high class sizes, a lack of time for individualised teaching, administrative burdens and limited access to specialist support. The research also confirmed the importance of multidisciplinary cooperation, the role of the special needs teacher and teaching assistant, and active cooperation between the school and the pupil’s family. The findings highlight the need for long-term systemic support for inclusive education and the development of teaching staff’s professional competences in the field of special needs education and inclusive teaching practice.