Inclusive dispositions among general education teachers: insights from a comparative studies
DOI:
https://doi.org/10.33910/3034-4255-2025-2-4-353-363Keywords:
inclusive education, inclusive dispositions, teachers in general education institutions, children with disabilities, assessment, self-identificationAbstract
The paper addresses diagnostic and methodological issues in the comparative empirical study of inclusive dispositions among teachers in general education institutions, viewed as professional and personal determinants of the implementation of inclusive education for children with disabilities. Conceptualizing inclusive dispositions as the semantic core of teachers’ professional activity in inclusive settings, the paper proposes an approach to the typological assessment of these dispositions based on the differentiation of eight basic types. This approach is operationalized through the authors’ teacher self-identification instrument for inclusive dispositions, which has demonstrated effectiveness in research practice. The paper presents the procedural and contentrelated aspects of its implementation.
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