Co-teaching teachers as creators of an inclusive educational environment

Abstract

The educational policy currently implemented for students with special educational needs, including those with disabilities, is moving towards the promotion of inclusive education, understood as their integration with peers in mainstream schools, where the didactic, educational, and therapeutic processes are carried out. According to the applicable educational law, such institutions are required to employ a co-teaching teacher. A set of tasks has been defined for this role, and the level of their implementation should be considered one of the most important indicators of the success of inclusive education.

The aim of this study is to present the opinions of co-teaching teachers regarding the conditions and effectiveness of their activities, which are intended to create an inclusive educational environment that supports the development of all students. The survey research was conducted in the city of Opole, using a questionnaire interview designed by the author, and included female co-teaching teachers in primary schools. The results obtained indicate that the respondents’ formal preparation is at a high level, as is their self-assessment of professional readiness. They improve their competences by participating in various forms of professional development and attach great importance to their skills and personality traits. They recognize the need for inclusive education, describe both its advantages and disadvantages, and demonstrate reflective thinking concerning the introduction of necessary changes to improve it.

The factors identified as shaping an inclusive educational environment include a positive classroom climate, the type of support provided and the difficulties encountered, cooperation with other teachers and with the parents of students with disabilities, as well as the working conditions ensured by the educational institution.