Inclusion of students with different types of disabilities in mainstream education: The opinion of teachers
Inclusion of students with different types of disabilities in mainstream education: The opinion of teachers

Summary/Abstract: The inclusion process represents the access path under conditions of maximum protection and equality for all students, regardless of the type of disability they suffer from, to an education that meets the needs and interests of everyone, considering the particularities of the psychophysical and social development of these categories of education beneficiaries. Once physically integrated in an inclusive class, the disabled student must benefit from and have access to all the school's educational and social services, methods and means. The most important act in achieving inclusive education is the design of an adapted, differentiated and individualized curriculum by the classroom teacher for each subject that the student with a disability, especially the one with an intellectual disability, follows. The paper presents, through an opinion questionnaire, the opinions of teachers from Bihor County, Romania regarding the inclusion process for students with different types of disabilities, who attend daily classes in a regular class alongside other students with typical development. In order to find out some answers regarding the observance of the principles of inclusive education, we used MATIES (Multidimensional Attitudes towards Inclusive Education Scale), an instrument designed by Marian Mahat (2008) from the University of Melbourne, Australia, from whom we also received the consent to use it on the population of Romania. In order to clarify some aspects of the inclusion of students with various types of disabilities in a regular class in mainstream education, we will present in descriptive form the answers of the teaching staff participating in this study.

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