Teachers’ Attitudes towards inclusive Education measuredby the MATIES scale

This study is particularly concerned with Lebanese general education early childhood teachers serving in the private sector, and its aim was focused on exploring their experience-based (a) attitudes (cognitive, affective, and behavioral components) towards including early year’s children with disabilities in general education classrooms and (b) views regarding the kind of academic and professional support they need for advancing their instructional inclusive practices. Additionally, the study adopted the qualitative methodology of Interpretative Phenomenological Analysis (IPA), which purposefully sought a profound examination and interpretation of teachers’ ways of making meaning of their experiences associated with inclusive education. In-depth semi-structured individual interviews was the primary data collection method used, but a Teacher Profile Questionnaire was also employed as a supportive data collection instrument. The study sample consisted of 4 in-service early childhood teachers recruited – based on well defined criteria –from inclusive private schools in Beirut. The research problem of this study originates from the dearth of studies on the topic of inclusive education in Lebanon where children with disabilities are concerned; this problem has been deemed particularly significant for two main reasons. Firstly, it is expected to contribute to culture-specific body of knowledge pertaining to the conditions and challenges (conceptual, affective, and practical) associated with inclusive instructional practices and learning environments. Secondly, exploring teachers’ inclusion-related professional experiences and understanding the attitudes originating from those experiences are needed to generate significant implications pertaining to relevant early childhood curricular frameworks as well as teacher pre-service formal academic programs and in-service professional development/support systems. The results revealed many similarities between the attitudes of the teachers towards including students with disabilities in early years inclusive classrooms. Moreover, the analysis of the teachers’ views indicated similar factors affecting their conceptualization of disability and inclusive education, as well as very similar views regarding the support needed for pre-service and in-service teachers to successfully implement inclusive education. Few different ideas emerged regarding the behavioral attitudinal component that teachers implement to emphasize inclusive education in their classrooms. However, the ideas generally complement each other. The overall analysis of the teachers’ attitudes and input revealed that the teachers have a positive attitude towards disabilities and inclusive education. However, teachers showed to have mixed emotions regarding leading such classrooms. Causes and origins of such emotions relate to every teacher’s personal, academic, and professional background. However, they do all share common causes of such emotions. Moreover, the teachers’ lack of pedagogical content knowledge and expertise was evident. In some areas, they were not able to provide thorough elaborations such as inclusive management approaches and strategies. Based upon the gathered data and literature recommendations, implications for teacher preparation programs and school-based support are suggested.

Consumers are the starting point and the focus of all activities of companies that want to survive in the long term and do business profitably on the market. However, even in the most developed economies in the world do not have all the companies awareness about the importance of social responsible business and ethical marketing. Therefore there is a need for institutional protection of consumers from unfer and unethical business of companies, on the one hand, but on the other hand, they have to encourage themselves to be more involved in the protection of their rights. The purpose of this paper is the analysis of the components of consumer attitude about the degree of protection of consumer rights in the Republic of Serbia in order to conclude on which way consumers can be encouraged to participate more actively in the exercise of rights. The aim of this study is to determine whether the cognitive, affective and behavioral component of the attitude are intercorelated and to what extent, and whether cognitive or affective component has dominant influence on forming behavioral component of the consumer attitude. Based on the results of the research about the corelation and influence of the analyzed components of the attitude we draw conclusions on which way it can be possible to affect on the consumer intention to be more engaged in its rights protection as well as on which way it can be possible to improve the consumer protection in the Republic of Serbia, generally speaking.

Inclusive education aims to provide equitable access to quality education for all students. While its principles are widely accepted, implementing inclusive education in subjects such as physical education presents specific challenges and requires distinct teacher competencies. Because physical education promotes physical activity, social interaction, and well-being, inclusive practices in this area are essential for the quality of life and social participation of students with disabilities. This study examined the perceptions, experiences, and needs of physical education teachers in Türkiye regarding inclusive education. A qualitative design using directed content analysis was employed. Of the 257 PE teachers who completed the initial survey, 151 volunteered for a written interview. From these, 35 teachers with inclusive teaching experience were purposively selected. Data were collected through a demographic questionnaire and a semi-structured written interview, and analyzed using a predetermined conceptual framework. The directed content analysis identified four main themes. For Perceptions of Inclusion, 91.4% of teachers defined inclusion as participation, belonging, and equal opportunity. For Teacher Competence, 85.7% reported that self-efficacy, professional experience, and positive attitudes were key to their inclusive practices. Contextual Factors were the main barrier, with 94.3% citing inadequate infrastructure, limited equipment, and lack of institutional support. Regarding Practice and Outcomes, 71.4% said they used adaptive strategies despite these challenges, resulting in improved student motivation, self-confidence, and social integration. These outcomes are associated with better well-being and quality of life, especially for students with disabilities. The study concludes that although physical education teachers in Türkiye have a strong understanding of inclusion and use adaptive strategies to support students, their efforts are constrained by systemic barriers. Effective inclusive physical education therefore requires support that addresses infrastructural, resource, and institutional limitations, not just teacher competence. Removing these barriers is essential for inclusive physical education to improve quality of life, social inclusion, and well-being for all students, especially those with disabilities, in accordance with public health goals.

Inclusive education aims to meet the diverse needs of all learners through equitable access, responsive pedagogies, and supportive learning environments. On the other hand, including students with multiple disabilities presents unique challenges for teachers. The present study will investigate in-service educators’ experiences, challenges, and expectations while implementing inclusive education with students with multiple disabilities. A qualitative phenomenological design was employed and employed a purposive sampling approach. The data was collected from ten preschool, primary, and secondary in-service teachers through an online open-ended survey. Thematic analysis, based on Braun and Clarke’s (2006) six-phase process and the Inclusive Pedagogical Approach in Action (IPAA), indicated three broad themes: (1) educators’ positive attitudes toward inclusion and inclusivity, (2) readiness and confidence are dependent on professional capacity, and (3) sustainable inclusion and inclusive practices require collaboration and policy change. The study emphasizes teachers' knowledge and skills in structured models of co-teaching for inclusion to provide ongoing professional learning and a whole school culture of inclusion. Additionally, this study adds to the limited literature on inclusive education in Southeast Asia and provides recommendations for educators and policymakers to improve inclusive practices in Malaysia.

This study examined the relationship between language attitudes and writing self- efficacy among first-year and second-year Bachelor of Secondary Education students at a local community college in Mindanao, Philippines, during the 2024– 2025 academic year. Drawing on the Tripartite Model of Attitude and Bandura’s Social Cognitive Theory, the study was guided by the hypothesis that the cognitive, affective, and behavioral components of language attitude significantly correlate with writing self-efficacy in terms of ideation, conventions, and self-regulation. Previous literature emphasized the impact of attitudes and self-belief on writing performance, yet limited studies explored their interplay among college students of English majors. A correlational research design was employed. Data were collected from 102 students using a validated 4-point Likert scale questionnaire. Descriptive statistics summarized the levels of language attitude and writing self-efficacy, while Pearson’s correlation coefficient tested the relationship between the variables. Findings revealed that students generally held positive language attitudes, particularly in the affective component, and reported moderate to high levels of writing self-efficacy. Significant correlations were found between cognitive attitudes and grammatical confidence, and between affective attitudes and motivation in writing tasks. The study underscored the importance of nurturing favorable language attitudes to enhance students’ writing confidence and performance. Results may inform teacher training programs and curriculum development focused on writing instruction in multilingual contexts.

This study examined the relationship between language attitudes and writing self- efficacy among first-year and second-year Bachelor of Secondary Education students at a local community college in Mindanao, Philippines, during the 2024– 2025 academic year. Drawing on the Tripartite Model of Attitude and Bandura’s Social Cognitive Theory, the study was guided by the hypothesis that the cognitive, affective, and behavioral components of language attitude significantly correlate with writing self-efficacy in terms of ideation, conventions, and self-regulation. Previous literature emphasized the impact of attitudes and self-belief on writing performance, yet limited studies explored their interplay among college students in English majors. A correlational research design was employed. Data were collected from 102 students using a validated 4-point Likert scale questionnaire. Descriptive statistics summarized the levels of language attitude and writing self-efficacy, while Pearson’s correlation coefficient tested the relationship between the variables. Findings revealed that students generally held positive language attitudes, particularly in the affective component, and reported moderate to high levels of writing self-efficacy. Significant correlations were found between cognitive attitudes and grammatical confidence, and between affective attitudes and motivation in writing tasks. The study underscored the importance of nurturing favorable language attitudes to enhance students’ writing confidence and performance. Results may inform teacher training programs and curriculum development focused on writing instruction in multilingual contexts.

Objectives This study aims to explore the meaning, structure, and components of attitude and derive implications for moral education. Methods This study employed literature analysis and curriculum analysis methods. Literature analysis was used to theoretically examine the concept, structure, and components of attitudes, while the 2022 revised moral edu cation curriculum was analyzed in detail to identify elements related to attitudes. Based on these analyses, educa tional strategies for fostering desirable attitudes in moral education were proposed. Results The analysis revealed that the 2022 revised moral education curriculum primarily presents attitude-re lated elements in a way that emphasizes positive attitudes, while there is a need to include elements related to improving negative attitudes. Additionally, in moral education classes, it is important to first identify students' cur rent attitudes in detail, considering the structure of attitudes, and then guide them in forming appropriate attitudes. Conclusions Moral education should comprehensively consider the cognitive, affective, and behavioral components of attitudes, ensuring that each component contributes to fostering positive attitudes and reducing negative ones.

With the growing prevalence of students diagnosed with autism and federal mandates for education in the Least Restrictive Environment, teachers are increasingly challenged with appropriately educating their students with autism through inclusive education. The purpose of this mixed methods case study was to identify the supports that general education teachers report as effective in the implementation of inclusion for educating students with autism in a large Northeast urban school district. Understanding how to best implement inclusive education may help educators support students with autism and consequently create more positive educational environments for all students. The guiding research questions were: 1.) How do general education teachers describe their success in educating students with autism in inclusive environments? 2.) What types of supports, training, and experiences have general education teachers had in association with inclusive education for students with autism? and 3.) What ongoing supports do general education teachers indicate are necessary to more successfully implement inclusive education for students with autism? The study was informed by critical disability theory, which aims to create more inclusive models within society for all individuals. The population of this study was seven general education teachers who teach students with autism in an inclusive setting in grade levels ranging from elementary, middle, and high school. The teachers currently teach in five different schools belonging to the same urban school district. Semi-structured interviews served as the primary data collection tool in this research. Demographic and self-efficacy data were collected from the participants through two surveys. Artifact review was also utilized, including district-wide survey data. Results indicate that inclusive practices reportedly varied between teacher and between school. Teachers' described practices were often misaligned with best practice, which is likely due to the teachers' lack of resources and lack of knowledge about autism and inclusion. Teachers described challenges related to inclusive education for students with autism, including behavioral challenges, lack of support, and lack of knowledge about autism. Teachers had very little formal education or professional development related to inclusive education and autism. They consistently expressed a need for more professional development. Teachers also expressed a need for more and better trained support staff. Despite describing significant challenges related to inclusive education for students with autism, the teachers in this study all had high self-efficacy, regardless of teacher experience. Teachers also all described inclusive education as important and necessary and had positive attitudes about inclusion. Teachers expressed a desire to gain more information about inclusive education and autism and a desire to advocate for structural changes related to inclusive education at their schools. The teachers attributed many of these revelations to their time spent speaking with the researcher about and reflecting on their experiences during their interviews. Thus, opportunities to discuss inclusive educational practices may lead to teachers seeking new knowledge to improve their practice.

According to Sustainable Development Goal 4.2 (SDG 4.2), Equal Access to Quality Pre-primary Education, governments throughout the world are working to ensure that all children have access to high-quality early childhood development, care, and pre-primary education by 2030. In order to organize available evidence into a coherent framework, the current scoping review represents an exploratory synthesis addressing the broad question of what qualitative and inclusive Early Childhood Education and Care strategies are currently being established globally to achieve SDG4 targets. The goal of this scoping review in this respect, was to map the available research and offer an overview of micro-, meso-, and macro-level perspectives on evidence-based interventions and strategies, for the promotion of SDG4 globally. A layered model of early childhood education that is both inclusive and egalitarian education emerged, starting with the micro level: child, family and community, mezo level: nursery, and kindergarten and macro level: national policies and SDG 4.2 Agenda for 2030. The mezzo level connects the micro and macro levels, being the most solicited level of implementing inclusive and qualitative ECEC strategies. Thus, starting with putting a real emphasis on children rights, creating a qualitative and inclusive culture with a holistic understanding of child development, then investing in teacher preparation and instilling a strong belief and positive attitudes toward equity in early childhood services, developing inclusive educational policies with an authentic community support offered by all stakeholders, then adapting curriculum and assessment methods to all early childhood educational contexts and lastly piloting and up-scaling good practices, and investing in infrastructure, facilities and innovative educational services, SDG4.2 targets could transparently and efficiently be attained by 2030, with all the setbacks arisen from the pandemic context. The data provide light on a vast topic range, including human rights and values, policy actions, and ideologies. The micro-level themes emphasized the importance of fostering equitable and inclusive environments for children., as well as instructional approaches that encourage positive attitudes toward diversity and instructors' levels of experience in dealing with diversity. We also discovered the significance of creating chances that promote socialization, connection development, and a sense of belonging. Meso-level principles emphasized the relevance of schooling in a child's holistic development and skill acquisition. Mainstream availability for all children, national curriculum regulations, teacher preparation for inclusive early childhood education, excellent funding and governance, evaluation and monitoring, and research on inclusive early childhood education comprise the macro level. As a concept and an approach, inclusive and qualitative education necessitates the preparedness of all relevant educational components to participate. Providing inclusive education in the early years requires setting the foundation for subsequent levels of schooling. The active engagement of a young kid should be directed by developmentally and individually suitable curricula. Access to and participation in age-appropriate general curricula becomes critical in identifying and providing specialized support services. Inclusive programming does not imply that the educational programs will necessarily be of good quality. Efficiency and wellbeing are synonymous with equity. Equitable education investment benefits everyone in society, not just the most marginalized. Investing in education will help communities achieve all of the Sustainable Development Goals related to education.

The aim of this study is to examine the extent to which stakeholders' attitudes have changed regarding the shift of the general school structure towards Inclusive Education (IE) practices. This research was conducted using case study design and a qualitative approach. Five general schools implementing inclusive education practices in the Batticaloa District were selected using convenience sampling method. The participants comprised five Assistant Directors of Education for Special Education, five principals, five classroom teachers, and ten subject teachers. Interview schedules were used to collect data from the Assistant Directors of Education for Special Education, principals, and classroom teachers. A focus group discussion schedule was used to collect data from subject teachers in inclusive classrooms. Descriptive analysis was employed to analyze the data through coding, categorization, and theme generation. The findings indicate that stakeholders in inclusive education demonstrate positive attitudes and practices towards both key areas: provisions for special needs and student interactions within inclusive settings. On the other hand, stakeholders demonstrate negative attitudes and face practical challenges regarding the development of Individualized Education Programmes (IEPs) for students with special educational needs, as well as in relation to inclusive education policies. Furthermore, mixed attitudes are evident towards the implementation of physical structures for inclusive education. In this respect, negative attitudes are observed among higher authorities, while teachers display more positive attitudes. Based on these findings, it is recommended that awareness be strengthened at both school and zonal levels regarding the importance of inclusive education policies and Individualized Education Programmes to enhance inclusive education practices for students with special educational needs in government schools in the Batticaloa District. In addition, awareness should be raised about the need for appropriate physical infrastructure for inclusive education and the responsibilities of relevant stakeholders in ensuring its provision.

Different theoretical models have proposed cognitive and affective components in empathy and moral judgments encompassing compassion. Furthermore, gender differences in psychological and neural functions involving empathic and moral processing, as well as compassionate experiences, have been reported. However, the neurobiological function regarding affective and cognitive integration underlying compassion and gender-associated differences has not been investigated. In this study, we aimed to examine the interaction between cognitive and emotional components through functional connectivity analyzes and to explore gender differences for the recruitment and interaction of these components. Thirty-six healthy participants (21–56 years; 21 women) were exposed to social images in an fMRI session to judge whether the stimuli elicited compassion. The results showed a different connectivity pattern for women and men of the insular cortex, the dorsomedial prefrontal cortex (dmPFC), the orbitofrontal cortex (OFC), and the cingulate cortex. The integration of affective and cognitive components follows a complex functional connectivity pattern that is different for both genders. These differences may indicate that men largely make compassionate judgments based on contextual information, while women tend to notably take internal and introspective processes into account. Women and men can use different affective and cognitive routes that could converge in similar learning of moral values, empathic experiences and compassionate acts.

Inclusive resources can contribute to the development of inclusive teaching practices and equity in education. The study aimed to analyze the perception of Brazilian and Portuguese teachers who work with students with special educational needs regarding the inclusive resources available and their inclusive practices, correlating them with personal variables (age, gender) and professional variables (teaching experience, education cycle in which they work, and participation in Special and Inclusive Education courses). A total of 85 Brazilian and 94 Portuguese teachers from public basic education schools participated in the study. The majority were women, with a mean age of 43.6 years among Brazilian teachers and 54.5 years among Portuguese teachers. For most Brazilian teachers, teaching experience was under 20 years, whereas for Portuguese teachers, it was over 20 years. Brazilian teachers predominantly worked in Early Childhood Education and Elementary School I, while Portuguese teachers mainly worked in the third cycle of basic education. Regarding training, 70% of Brazilian teachers and 42% of Portuguese teachers had completed courses in Special and Inclusive Education or related areas. Data collection employed a sociodemographic questionnaire and the Resources and Practices for Inclusive Education instrument, composed of 24 items: nine to assess available resources and 15 to assess inclusive practices in the classroom. Data were collected online. Results indicated that 80% of Portuguese teachers and 34% of Brazilian teachers agreed that resources for inclusion were available. Regarding inclusive practices, 98% of teachers from both countries reported using them in the classroom. Among Brazilian teachers, those with more students specific needs and those who had training in inclusive education perceived more available resources and reported better practices. Brazilian teachers with less experience and those teaching students with Autism Spectrum Disorder (ASD) and alongside students with other conditions perceived fewer available inclusive resources. Among Portuguese teachers, those who perceived more resources available reported more inclusive practices, and teachers who used additional measures exhibited higher levels of inclusive practices.

Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process that welcomes all students regardless of their social skills and physical and intellectual abilities. The qualitative implementation of inclusive education requires competent staff. The study reflects a comparative study carried out in Latvia and Lithuania, and it focuses on Latvian and Lithuanian teachers’ attitude self-assessment regarding the implementation of inclusive education. A three-dimensional model, including the cognitive, affective, and behaviour components, are used for the study. The Technical Manual for Attitudes Towards Teaching All Students Instrument developed by Gregory Jess L. and Noto Lori A. has been applied in the study. The SPSS 25.0 programme, Pearson Correlation, and One-Way ANOVA tests were used for the statistical analysis of the data. The results reveal, and generally confirm, differences in the structure of Latvian and Lithuanian teachers’ attitudes, as well as emphasize the importance of teachers and support specialists’ competence improvement to ensure optimal teaching and learning processes for all learners involved in the educational process.

'Inclusion' in education, central to Sustainable Development Goal 4 within Agenda 2030, has gained global prominence. However, its meaning varies widely due to diverse local interpretations, leading to inconsistent practices. The complexity and lack of comprehensive global documentation of the concept often results in confusion, with different stakeholders assigning different meanings to it. This ambiguity challenges the effective implementation of inclusive education policies worldwide. This paper aims to outline the various components of inclusive education, drawing on a comprehensive review of the literature on this concept. The resulting framework is designed to guide educational institutions in implementing effective inclusive practices. Initially, inclusive education was mainly associated with catering for students with disabilities and bridging the gap between special education and mainstream education. However, the concept of inclusion is much wider in scope. The right to inclusive education is now defined as a process that shapes culture, practice and policy within the educational setting. Inclusive education aims to address the diverse needs of individual students, and to remove barriers that hinders the presence, participation and achievement of learners. An inclusive approach places emphasis on providing support to groups of learners who may underachieve or be marginalized or excluded. This paper identifies key core features of inclusive education through an extensive analysis of literature and studies focusing on its practical implementation and monitoring. These features cover various aspects, including the education and learning environment, teacher support, a whole person approach, respect for value of diversity, stakeholder consultation and collaboration, partnerships, financing, monitoring and sharing of expertise and resources. The latter components form a comprehensive framework for understanding and implementing inclusive education practices. Implementing inclusive education effectively requires a shared understanding of its meaning. This paper addresses this challenge by presenting a structured framework of inclusive education components. By providing this practical guide, the paper aims to facilitate the implementation of inclusive practices across diverse learning environments. The proposed framework serves as a valuable tool for institutions seeking to enhance their inclusivity, thus supporting the realization of Sustainable Development Goal 4.

Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices