Teacher training and positive attitudes towards inclusion: an exploratory study on a sample of curricular teachers

Abstract

The recent international debate on educational policies has stressed the need for training aimed at promoting inclusive skills by all teachers. In the Italian context, the gap between the training of curricular and support teachers is continuing to highlight the difficulties faced, during and after the pandemic, in the implementation of inclusive processes. The present paper aims to investigate the role of inclusive education in promoting positive attitudes of curricular teachers in inclusive practices. Through an analysis of variance, significant differences emerge between teachers who had inclusive recent training, compared to teachers who didn’t have this kind of training. Results underline the need for teacher training aimed at promoting inclusive skills for all teachers, independently of their role.