Inclusive education and stereotypes among teachers from mainstream schools
Inclusive education and stereotypes among teachers from mainstream schools

Summary/Abstract: Despite the constant efforts to implement an inclusive education system at the level ofeducational policies and practices, there are nevertheless a number of factors influencingthe effectiveness of inclusive education. Teachers, as key actors of education through thelens of their work, are a determining factor in the success of the implementation of inclusiveeducation and the quality of education. The way they relate to students with disabilities hasa significant impact on the quality of inclusive education. Beliefs about the importance ofinclusion, expectations of inclusive education outcomes and inclusive classroom practiceshave a higher level of occurrence for teachers with fewer stereotypes. Questioning 90teachers, it has also been shown that the level of stereotypes is lower for teachers who haveexperience working with children with disabilities. These results demonstrate that theefficiency and quality of an inclusive approach depend on these psychological constructs ofteachers and a good inclusive education starts from the beliefs of each teacher. Also, thoseteachers who have experience working with students with disabilities tend to have a lowlevel of stereotyping, compared to teachers who do not have this type of experience, socoming into contact and the experience, predominantly positive, with students withdisabilities leads to knowledge of the specifics of this area, finding resources in diversity and,ultimately, lowering the level of stereotypes that can lead to exclusion and segregation.

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