Inclusive education resources and specialist teachers - the role of subjective and institutional factors

Objectives The objective of this study was to assess the resources available to teachers—namely, their attitudes, skills, knowledge, and agency—in the implementation of inclusive education throughout their professional careers. Material and methods The study employed the Inclusive Practices Questionnaire, adapted to the Polish educational context by G. Szumski and M. Karwowski. The research sample included 911 specialist teachers, providing a robust basis for quantitative analysis. Results Findings reveal that both the subject taught and institutional factors—such as professional seniority, job position, and the specific profile of the educational institution—significantly influence how teachers perceive their educational practices in terms of inclusiveness. Conclusions Inclusive education implementation is shaped not only by individual teacher characteristics but also by contextual and structural determinants. Supporting inclusive practices thus requires systemic efforts at the institutional level, tailored to the diverse profiles of educators and school environments.