Teacher Competencies in Inclusive Education: Selected Aspects from a Special Education Perspective
DOI:
https://doi.org/10.34739/Keywords:
inclusive education, special education, teacher competencies, inclusion, UDLAbstract
The article addresses the issue of teacher competencies in the context of inclusive education, understood as a model supporting the inclusion of students with diverse needs. The aim of the study is to identify key areas of teacher competencies and to highlight the role of special education as their theoretical foundation. The research problem concerns the question of which teacher competencies are essential for the effective implementation of inclusive education and how concepts derived from special education and UDL support inclusion. The study is based on a literature review method within the fields of special education and pedagogy, allowing for the identification of core competence areas. The findings indicate that teacher competencies include diagnostic, teaching, social, and inter-professional collaboration skills, and their development should incorporate the principles of Universal Design for Learning (UDL). The conclusions emphasize that effective inclusion requires both well-developed teacher competencies and systemic support for inclusive education. The originality and cognitive value of the study lie in the integrated perspective on the relationships between special education, inclusive education, and teacher competencies, as well as in outlining directions for their further development.
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