Teachers' Competences for Inclusive Education

Abstract

Abstract: Inclusive education is a key priority of contemporary educational policies, as it seeks to ensure the equal participation of all students in the learning process and to eliminate educational exclusion. Its effective implementation requires teachers with well-developed professional competencies to manage student diversity and support students with special educational needs. This quantitative study aims to investigate teachers’ capacity to implement inclusive education in the contemporary school environment. The research instrument was based on the Teacher Professional Learning for Inclusion (TPL4I) project and was administered online to 683 teachers in the Attica region. The findings indicate an overall moderate to high level of competence. A strong aspect identified is the technical and practical dimension of teaching, while the value-based and psychosocial dimension of inclusion appears weaker. This differentiation suggests that, despite the implementation of practical instructional strategies, the substantive acceptance of students with special educational needs has not yet been fully established.