Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis
Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis

Summary/Abstract: Education of children with disabilities across the globe has been gradu-ally evolving from segregation towards inclusion. The systems in Poland and Indiahave also been following this path, yet due to their own unique historical, cultural,and social contexts, these countries have adopted rather dissimilar approachesto the process of inclusion. What is presented in this report are the results of thestudy, which aimed to explore both the attitudes of Polish and Indian teacherstowards inclusive education of students with special educational needs result-ing from mild to moderate disabilities and the significance of selected factors fortheir differentiation. Polish teachers generally declared more positive attitudesthan Indian teachers. Two variables in Indian teachers (the location of the schoolwhere the respondents worked and personal contacts with people with disabilities)and one variable in Polish teachers (seniority) turned out to be important in dif-ferentiating their attitudes towards inclusion. Implication for practice and furtherresearch are discussed.

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