Training needs of teachers on inclusive education

Abstract

The inclusive education of children with special educational needs can represent school and education, in general, an opportunity to capitalize on the multitude of resources and potentials that the actors of the instructive-educational process have, thus opening the way to psychosocial horizons of personality development. The problem of strategies and methods of teacher training is the path to access to the goals of education, is known that openness cannot increase in the absence of a univocal training relationship between teacher and student. It can be stated that, in inclusive training, it is not known who offers and who receives the training. But for this recursive process to be able to begin, it is necessary to place the first point of support at the level of the teacher's personality, so the attitude. Positive attitudes toward the inclusion of children with special educational needs are essential for its successful implementation of it. This paper aimed to test the training needs for teachers in an inclusive education approach that will allow a deeper perspective in building ""attitudes towards the inclusion of children with SEN"". The method used was the questionnaire-based inquiry. The research sample comprised 428 teachers from urban and rural areas. The findings allowed a more precise identification of the constellation of variables and relationships that play role in creating an impact training course towards inclusion and are therefore essential for the implementation of a ""school for all"".