PREPARING TEACHERS FOR ADAPTING EDUCATIONAL CONTENT FOR PRESCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS WITHIN THE FRAMEWORK OF INCLUSIVE EDUCATION

Abstract

This research article explores the confidence and competence of preschool educators and resource teachers in adapting educational content for children with special educational needs in the context of inclusive education. The study, which includes empirical data from 20 educators and resource teachers from 10 kindergartens revealed significant differences in teachers' self-perceptions of their abilities based on their specific role and professional training. Surprisingly, educators rate their adaptive skills higher, while resource teachers, have lower self-esteem despite their specialised training. The results highlight the importance of continuous professional development and additional training for resource teachers to improve their self-confidence and increase their adaptive skills. The present study also underlines the importance of better understanding and recognising the specific challenges and needs related to the adaptation of educational content for children with special educational needs in the context of inclusive education.