Pre-service and in-service special education teachers’ sentiments, attitudes, and concerns about inclusive education: A questionnaire study

This study examines the predictors of sentiments, attitudes, and concerns related to inclusive education among a group of 1722 pre- and in-service teachers enrolled in the Specialization course for Special Needs Activities at the University of Palermo. Utilizing the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised (SACIE-R) scale (Forlin et al., 2011a), the study explores participants' views on the inclusion of students with disabilities. The findings provide valuable insights into how teaching experience, policy knowledge, and self-confidence influence attitudes toward inclusion. This research is relevant to teacher training programmes, reflecting on the initial phases and the need to provide teachers with effective mentoring and strategies to enhance preparedness from the beginning of their careers, to ultimately improve students’ learning environments and outcomes.