Attitudes towards Inclusive Education among Prospective Teachers

Abstract

Inclusive Education aims to create learning environments that accommodate the diverse needs of all students, including those with disabilities and Special Educational needs. This paper explores the attitudes of prospective teachers towards Inclusive Education, examining the factors that influence their perceptions and the potential implications for the successful implementation of inclusive practices in the classroom. The theoretical framework of the Theory of Planned Behavior provides insights into the components shaping teachers’ intentions for inclusion. The study underscores the global shift towards Inclusive Education, highlighting its importance for creating a just and equal society. Teacher preparation programs play a vital role in influencing attitudes, and strategies to foster positive attitudes are discussed. The conclusion emphasizes the transformative potential of cultivating inclusive mindsets among prospective teachers.