Attitudes of teachers in Bulgarian kindergartens towards inclusive education

The purpose of this paper was to determine the readiness of kindergarten teachers in Bulgaria in anticipation of impending inclusion-driven reforms in the education system. Data on 922 kindergarten teachers' attitudes towards inclusion across three dimensions (cognitive, affective, and behavioural), their concerns, and self-efficacy were analysed. Overall, teachers reported being willing to adapt their behaviour to promote inclusion in their classroom, despite not feeling particularly positively about inclusion. Inclusion-related training, which is critical for teachers to meet the demands of reforms, was a robust, positive predictor of teachers’ attitudes across all three dimensions.