AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
will be more efficient in using the inclusive instructions as well
as in cooperation and control of students’ behaviour.
The presence of SEN students in the classroom where a teacher
works – teachers who actually have SEN students in the
classroom showed a higher score of teachers’ professional self-
perception in the field of cooperation. It confirms the previous
findings that fulfilling SEN students’ needs requires a multi-
disciplinary approach, i.e. cooperation with experts. If this
requirement is fulfilled, the use of inclusive procedures in
teaching practice can be more effective. Teachers who have an
SEN student in the classroom and cooperate with experts are less
concerned about the use of inclusive procedures. The research
performed by Megou, Castellini, Vianello (1997) and Vianello
(2015) already points this out. In this context, it is necessary to
mention research performed by Balboni, Pedrabisii (2000),
Cornoldi, Terreni, Scruggs, Mastropieri (1981), Devecchi,
Dettori, Doveston, Sedwick, Jament (2012), Vianello et. al.
(2015) who have pointed out that development courses, training,
workshops, and advice from professional staff within the
cooperation of teacher-professional staff all help teachers to
properly implement inclusive procedures into teaching in
practice.
5 Conclusion
The partial results of the research indicate the need to more
closely monitor the personal experiences of pedagogical staff
and their perception of self-efficacy in an inclusive environment,
i.e. their attitudes towards inclusion. Teachers who were
specially preparing for work with SEN students and worked
daily with groups of SEN students showed a higher level of
perception of their own self-efficacy, i.e. teaching experience of
SEN students is the strongest predictor of self-efficacy. The
questions for new research in this field are: What are the
personal experiences with SEN students, what activities the
teachers performed to increase their career level, which of them
had an impact on the perception of their own self-efficacy for
cooperation and what support they received from this
cooperation for their own teaching practice.
6 Limits
The chosen data collection procedure was not able to achieve a
representative sample of teachers from all Slovak regions
because collecting data from respondents is difficult in the
conditions of Slovak schools.
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