The Analysis of the Kindergarten Teachers’ and Teaching Assistants’ Attitudes to Their own Experiences in the Process of Inclusive Education

Ivana Rochovská; Veronika Kušnírová; Marcela Čarnická; Viera Šilonová

doi:10.15823/p.2023.149.9

The Analysis of the Kindergarten Teachers’ and Teaching Assistants’ Attitudes to Their own Experiences in the Process of Inclusive Education

Authors

Ivana Rochovská Catholic University, Slovakia
Veronika Kušnírová Catholic University, Slovakia
Marcela Čarnická Catholic University, Slovakia
Viera Šilonová Catholic University, Slovakia

DOI:

https://doi.org/10.15823/p.2023.149.9

Keywords:

inclusive education, teaching staff, kindergarten teacher, teaching assistant, pre-school education

Abstract

The aim of the research was to analyse the attitudes of teaching staff in light of their own experiences in the process of inclusive education. A self-designed questionnaire was used and completed by a total of 284 kindergarten teaching staff. It was confirmed that there was no statistically significant difference in attitudes between kindergarten teaching staff who participated in a project to support inclusion and those who did not participate in a project to support inclusion in their attitudes.

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Published

2023-09-18

How to Cite

Rochovská, I., Kušnírová, V., Čarnická, M., & Šilonová, V. (2023). The Analysis of the Kindergarten Teachers’ and Teaching Assistants’ Attitudes to Their own Experiences in the Process of Inclusive Education. Pedagogy / Pedagogika, 149(1), 185–216. https://doi.org/10.15823/p.2023.149.9