Abstract
Introduction. The importance of developing an inclusive educational environment focused on ensuring equal development opportunities for all children determines the relevance of this study. The research problem is the lack of information on the conditions under which teachers’ attitudes toward inclusion in preschool education are shaped. The objective is to analyze the factors mediating preschool teachers’ attitudes toward the inclusion of children with special educational needs.Materials and Methods. The study was conducted in the spring and summer of 2024 using an online survey of 2,595 preschool teachers from seven federal districts. The relationship between the respondents’ socio-demographic characteristics and integrated indicators of attitudes toward inclusion was examined using linear regression analysis. Respondents’ perceptions of the organizational environment were examined using principal component analysis. The Teacher Attitudes to Inclusion scale was used, along with an adapted 11-item questionnaire assessing teachers’ attitudes toward inclusion across three original subscales (MBI, QES, CAT).Results. Respondents’ attitudes toward preschool inclusion were associated with their age, experience working with children under six, and education level. A regression model revealed a point effect of experience. Respondents in older age groups and with secondary vocational and general education demonstrated more positive attitudes across the subscales related to the educational process. Teachers’ attitudes are shaped by a trusting and democratic work environment and constructive interactions with various stakeholders, which in turn influences their effective response to the needs of students with special educational needs. Age and education level of respondents are significant predictors of attitudes, but elements of inclusive culture, practice, and policy play a key role: teachers’ ability to participate in shaping the organizational environment, listening to children’s and parents’ initiatives, and a respectful atmosphere within the institution.Conclusion. This study opens up new perspectives on inclusion in preschool institutions in terms of management, practice, and culture. Further research will focus on a comparative analysis of inclusion models and strategies, monitoring the quality of the inclusive process by tracking the dynamics of social interactions among participants, teachers’ self-efficacy and cognitive flexibility, and parental satisfaction. The article will be useful to childhood specialists, parents, and researchers of inclusive education.