Attitudes of University Teachers Towards the Educational Inclusion of Students with Special Educational Needs

Based on the 2030 Agenda for Sustainable Development, which emphasizes inclusion and equality of education for all, the number of university students with special educational needs (SEN) is increasing worldwide. Universities are increasingly faced with the demand for inclusive education. This study aimed to investigate the attitudes of university teachers towards educational inclusion and the implementation of accommodations for students with SEN according to their gender, academic discipline and professional training. Through standardized questionnaires, we surveyed 117 university teachers at five faculties. We ascertained that university teachers have positive attitudes towards the inclusion of students with SEN and the implementation of accommodations in their study programs. The statistically significant more sympathetic attitudes towards educational inclusion and provision of academic accommodations were found among female teachers. University teachers in natural sciences study programs had significantly more negative attitudes towards the ability of students with SEN succeeding academically than teachers in social sciences programs. Those who did not receive professional training were statistically significantly more likely to agree with the contention that students with SEN hinder educational work in the classroom and could not succeed academically. The study revealed the importance of sustainable professional training for university teachers in teaching students with SEN.