Civics Teachers' Attitudes Towards the Inclusion of Students with Special Needs in Primary School Subject Teaching

Abstract

This study examines the attitudes of male and female civic education teachers towards integrating people with special needs in inclusive learning environments, focusing on civic education classes. The research adopts a "Descriptive Correlational Design" survey method. The sample comprises 112 Civic Education teachers (both male and female), randomly selected based on their distribution in inclusive schools. A multidimensional psychometric measurement tool was developed to assess teachers' cognitive-academic, social-interactive, psychological-emotional, and applied-skills competencies. Results indicate a positive trend towards integrating people with special needs in subject teaching, with slight differences in academic, psychological, social, and skill dimensions favoring females, younger teachers, and those with master's degrees. No statistically significant differences in integration attitudes were found based on years of experience. A statistically significant positive effect of specialized training on civic education teachers' attitudes towards effective implementation of the integration process.