Attitudes of Primary School teachers towards inclusive education

Abstract

This study evaluated the attitudes of Primary Education teachers towards educational inclusion in the municipality of Camajuaní (Cuba). A mixed approach was used, with a questionnaire applied to 36 teachers and an interview with 28 directors and education officials. It was found that in general, teachers have a positive attitude towards educational inclusion. However, teachers over 50 years of age tend to be more likely to prefer special education for students with special educational needs, while younger teachers have a more positive attitude towards educational inclusion in the regular classroom. Additionally, teachers in urban schools appear to be less likely to support educational inclusion than teachers in suburban and rural schools. The results suggest the need for a comprehensive approach that addresses teachers' limitations and concerns and promotes the effective implementation of educational inclusion in Primary Education in Camajuaní.