https://doi.org/10.31261/CHOWANNA.2006.26.11
The article addresses the issue of integration—a challenge for modern education—which is considered a desirable quality in school practice. Research findings confirm the value of integrating educational content in helping students solve problems, increasing the practical application of their knowledge, fostering creative activity and independent cognitive development, and enhancing their understanding of the surrounding reality. These positive outcomes of integration in education depend on the teacher’s conviction regarding its legitimacy. Thus, the teacher's attitude toward integration is a fundamental condition for its realization. Studies conducted by J. Kossewska on the determinants of teachers’ pro-integrative attitudes toward the participation of students with disabilities in mainstream education identified two key factors: the teacher's place of professional activity and the orientation of the teacher’s training. A teacher’s choice of workplace serves as an indicator of their level of pro-integrative attitude. Teachers who work with students with disabilities and interact with their parents exhibit more positive attitudes than those who only conduct classes with children. Educators in mainstream schools merely declare positive attitudes, whereas teachers working with high school students tend to display unfavorable attitudes toward the integration of students with disabilities. The second determinant of attitude is specialized knowledge. Individuals who possess such knowledge recognize more benefits of integrated education and "identify fewer of its negative aspects." A lack of knowledge in this area hinders the development of positive attitudes and prevents the initiation of action.
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Vol. 1 No. 26 (2006)
Published: 2025-08-18
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