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Attitudes of University Teachers Towards the Educational Inclusion of Students with Special Educational Needs

Author

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  • Majda Schmidt

    (Department of Pedagogy, Faculty of Arts, University of Maribor, 2000 Maribor, Slovenia
    Department of Fundamental Pedagogical Subjects, Faculty of Education, University of Maribor, 2000 Maribor, Slovenia)

  • Gregor Lešnjak

    (Department of Pedagogy, Faculty of Arts, University of Maribor, 2000 Maribor, Slovenia)

  • Joca Zurc

    (Department of Pedagogy, Faculty of Arts, University of Maribor, 2000 Maribor, Slovenia)

Abstract

Based on the 2030 Agenda for Sustainable Development, which emphasizes inclusion and equality of education for all, the number of university students with special educational needs (SEN) is increasing worldwide. Universities are increasingly faced with the demand for inclusive education. This study aimed to investigate the attitudes of university teachers towards educational inclusion and the implementation of accommodations for students with SEN according to their gender, academic discipline and professional training. Through standardized questionnaires, we surveyed 117 university teachers at five faculties. We ascertained that university teachers have positive attitudes towards the inclusion of students with SEN and the implementation of accommodations in their study programs. The statistically significant more sympathetic attitudes towards educational inclusion and provision of academic accommodations were found among female teachers. University teachers in natural sciences study programs had significantly more negative attitudes towards the ability of students with SEN succeeding academically than teachers in social sciences programs. Those who did not receive professional training were statistically significantly more likely to agree with the contention that students with SEN hinder educational work in the classroom and could not succeed academically. The study revealed the importance of sustainable professional training for university teachers in teaching students with SEN.

Suggested Citation

  • Majda Schmidt & Gregor Lešnjak & Joca Zurc, 2025. "Attitudes of University Teachers Towards the Educational Inclusion of Students with Special Educational Needs," Sustainability, MDPI, vol. 17(18), pages 1-25, September.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:18:p:8312-:d:1750800
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    References listed on IDEAS

    as
    1. Majda Schmidt & Jasmina Denša & Joca Zurc, 2024. "Perceptions of Stress Among Primary School Teachers Teaching Students with Special Educational Needs," Sustainability, MDPI, vol. 16(24), pages 1-14, December.
    2. Nuria González-Castellano & Eulogio Cordón-Pozo & Silvia Pueyo-Villa & María Jesús Colmenero-Ruiz, 2021. "Higher Education Teachers’ Training in Attention to SEN Students: Testing a Mediation Model," Sustainability, MDPI, vol. 13(9), pages 1-13, April.
    3. Reem Fahad Alrusaiyes, 2024. "Faculty Attitudes Toward Students With Disabilities in the Kingdom of Saudi Arabia: A Mixed-Methods Study," SAGE Open, , vol. 14(1), pages 21582440231, January.
    4. Laura Lübke & Martin Pinquart & Malte Schwinger, 2021. "The Role of Flexibility in the Realization of Inclusive Education," Sustainability, MDPI, vol. 13(8), pages 1-18, April.
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