Prepared for Uncertainty? Future Special Educators and Inclusive Practice in Times of Change

Abstract

Special education increasingly operates in environments shaped by rapid social change, growing learner diversity, and rising professional complexity. Under such conditions, future special educators are expected to do more than master disciplinary knowledge or established intervention strategies. They must also learn to act professionally in situations where certainty is limited and clear solutions are not always available. This study examined how future special educators perceive uncertainty in relation to inclusive practice. The analysis draws on data from a quantitative survey conducted within a Visegrad-funded international research project focused on inclusive education in Central Europe. The sample included 144 university students enrolled in special education programmes, many of whom had already gained practical experience in educational settings. Questionnaire data were analysed using descriptive procedures supplemented by interpretive analysis of open-ended responses. The findings suggest that uncertainty is not a marginal concern but a substantial feature of anticipated professional practice. Participants reported uncertainty particularly in relation to increasing learner diversity, the complexity of special educational needs, and changing societal expectations regarding inclusion. The study argues that preparedness in special education should not be understood solely as competence or confidence. Preparing future professionals may also require professional flexibility, reflective judgment, and the capacity to act responsibly under partially unknown conditions.