Abstract:
The article addresses the process of inclusive education in mainstream schools, examining the level of teachers' familiarity with this concept and their attitude toward children with special educational needs, as well as the challenges encountered in the inclusion process. Inclusive education guarantees equal access to education for all children, including those with disabilities, promoting quality education tailored to the needs of each student through individualized learning and curriculum adaptation. Thus, a positive attitude toward children with special educational needs and close collaboration between teachers, support staff, and specialists contribute to creating an accessible and equitable educational environment, fostering the development of their social and cognitive skills in accordance with the principles of human rights.
