Teachers’ perception of inclusive teaching practices for students with severe permanent disabilities / Percepción del profesorado sobre prácticas docentes inclusivas en alumnado con discapacidades graves y permanentes
Bibliographic Data
| ID | 12485993 |
|---|---|
| Authors | Ma Jesús Colmenero Ruiz (0000-0003-3559-2512, Universidad de Jaén), María-Jesús Colmenero (Universidad de Jaén), María-Carmen Pegalajar (Universidad de Jaén), Antonio Pantoja Vallejo (0000-0001-5374-4378, Universidad de Jaén, corresponding author) |
| Year | 2019 |
| Volume | 31 |
| Issue | 3 |
| Pages | 542-575 |
| Publication date | 2019-09-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/11356405.2019.1630952 |
| OpenAlex | W2972969124 |
| Language | ES |
| Citations received | 4 |
| References cited | 43 |
This study examines the perceptions of teachers in special education schools regarding the use of inclusive practices for students with severe permanent disabilities. The research was performed in Andalusia (Spain), using surveys as the main data collection method. To this end, a specific scale was designed and validated, and surveys were filled out by 428 teachers who worked in one of the 59 special education schools in the region. The data analysis shows that the teachers had positive perceptions of the use of inclusive teaching practices; there were significant relationships between variables related to the type of school, as well as gender, age and teaching experience
Pedagogy · Perception · Inclusion and Disability in Education and Sport · Inclusive Education and Diversity · Psychology · Social Sciences and Policies
Effects of inclusion on students with and without special educational needs reviewed
Teacher preparation for inclusive education
Teachers’ attitudes towards inclusion in high schools
The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion
Actitudes de los estudiantes del Grado de Magisterio y del Máster de Educación Especial hacia la inclusión educativa
Teachers' Attitudes, Felt Competence, and Need of Support for Implementation of Inclusive Educational Programs
Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain
Predicting pre-service teachers’ opposition to inclusion of students with disabilities
Factors contributing to the implementation of inclusive education in Pacific Island countries
Diverging paths in upper secondary education
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
Inclusive education
Attitudes of pre-service mainstream teachers in Singapore towards people with disabilities and inclusive education
Teaching in inclusive classrooms
Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools
Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion
Inclusion of pupils with intellectual disabilities
Inclusive education in Spain
Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
The effectiveness of private versus public schools
Politics, Markets, and the Organization of Schools
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2024 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |