ANALYSIS OF STATISTICAL DATA FROM FOREIGN COUNTRIES ON PROFESSIONAL BURNOUT OF TEACHERS IN AN INCLUSIVE ENVIRONMENT

Abstract

Inclusive education refers to a system that provides conditions for children with health impairments to master the general school curriculum in a collective environment alongside their healthy peers. In the context of inclusive education, the workload on teachers increases significantly, as students with special educational needs often have unstable attention. As a result, teachers face difficulties in planning their work and monitoring students’ mastery of learning activities.

This article examines statistical data from foreign countries regarding teacher burnout in the context of inclusive education. A review of scientific literature has shown that this issue has specific characteristics depending on the country.

The purpose of this study is to analyze statistical data from European countries such as Germany, the United Kingdom, France, Spain, and the Netherlands, where inclusive education is well developed. The analysis indicates that these countries are actively moving toward more inclusive education; however, each country faces unique challenges that require attention.

As a result of the conducted analyses, it has been found that in most countries, the proportion of children with special educational needs enrolled in inclusive educational institutions is increasing. The exchange of experience and best practices from foreign countries can contribute to the more effective implementation of inclusive educational programs.