Inclusive Dispositions of Special Education Teachers: Socio-Professional Correlates

The recognition of special education teachers as participants in inclusive education highlights the importance of the subjective meanings and values they associate with inclusion, which manifest in their inclusive dispositions. However, unlike general education teachers, they have rarely been the subject of empirical research examining how socio-professional characteristics influence these dispositions. As a result, there is limited understanding of the value-meaning sphere of special education teachers from different socio-professional groups in the context of inclusion. This study aimed to identify and compare the inclusive dispositions of special education teachers across various socio-professional categories. The main method was a self-identification tool assessing perceived similarity (personal and professional) to eight psychological teacher profiles, each representing a distinct inclusive disposition. Findings revealed that special education teachers form a heterogeneous group in terms of inclusive dispositions. Differences were linked to such socio-professional factors as the type of students with disabilities they work with, their specialization (general vs. remedial education), years of experience, and prior inclusive practice. The study contributes new empirical data, enhancing understanding of professional identity development among special education teachers as inclusion actors, and offers guidance for differentiated support in their transition to inclusive teaching.