Supporting and limiting factors in inclusive education in pre-primary and primary schools: an overview of empirical findings in the Slovak context
| dc.contributor.author | Pavko, Martina | |
| dc.date.accessioned | 2026-09-08T07:35:37Z | |
| dc.date.available | 2026-09-08T07:35:37Z | |
| dc.date.issued | 2026 | |
| dc.description | In: Slavonic pedagogical studies journal : the scientific educational journal. Nitra : Slovenská Vzdelávacia a Obstarávacia, 2026. ISSN 1339-8660. Roč. 15, č. 1 (2026), s. 106-121. | |
| dc.description.abstract | Inclusive education in pre-primary and primary schools depends on the interplay of several interconnected factors at the levels of the teacher, the school, and the broader support system. This paper is a review study aimed at identifying and analysing the factors that support and limit inclusive education, with a focus on the Slovak context. A search for empirical studies was conducted in the Scopus, Web of Science, and Google Scholar databases. Based on predefined criteria, 14 empirical studies were included in the final analysis. The findings were organised into three thematic areas: factors at the teacher level, factors at the school level and school-based support, and the Slovak context as an interpretative framework for the implementation of inclusive education. The analysis showed that inclusive practice are supported by positive teacher attitudes, practical experience, professional preparedness, collaboration with specialist staff, and the functioning of school support mechanisms. The main limiting factors included insufficient professional preparation, uncertainty in differentiated instruction, a lack of specialist staff, administrative burden, and broader systemic barriers. The results suggest that inclusive education cannot be understood as the result of a single isolated factor, but rather as a complex process. | |
| dc.description.sponsorship | VEGA 1/0714/24 Výskumná reflexia reformy poradenského systému v podmienkach školskej praxe v kontexte tvorby o overovania platformy diagnostických nástrojov pre učiteľov | |
| dc.identifier.doi | https://doi.org/10.18355/PG.2026.15.1.12 | |
| dc.identifier.issn | 1339-8660 | |
| dc.identifier.issn | 1339-9055 | |
| dc.identifier.uri | https://repo.umb.sk/handle/123456789/1624 | |
| dc.language.iso | en | |
| dc.publisher | Slovenská Vzdelávacia a Obstarávacia : Nitra | |
| dc.rights | CC BY-NC Creative Commons Attribution-NonCommercial 4.0 International | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.subject | inkluzívne vzdelávanie | |
| dc.subject | inclusive education | |
| dc.subject | limitujúce faktory | |
| dc.subject | základné školy | |
| dc.subject | elementary schools | |
| dc.subject | prehľadová štúdia | |
| dc.subject | review study | |
| dc.title | Supporting and limiting factors in inclusive education in pre-primary and primary schools: an overview of empirical findings in the Slovak context | |
| dc.type | Article | |
| dc.type | info:eu-repo/semantics/article |
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