Inclusive Education as a Tool of Promoting Quality in Education
Teachers’ Perception of the Educational Inclusion of Students with Disabilities
Bibliographic Data
| ID | 22044685 |
|---|---|
| Authors | Fátima Rosado-Castellano (0000-0003-3051-0792, Universidad de Extremadura), Susana Sánchez Herrera (0000-0001-5466-1435, Universidad de Extremadura, corresponding author), Susana Sánchez-Herrera (Universidad de Extremadura), Lucía Pérez-Vera (0000-0002-6802-8515, Universidad de Extremadura), María Jesús Fernández Sánchez (0000-0003-3891-8872, Universidad de Extremadura) |
| Year | 2022 |
| Volume | 12 |
| Issue | 7 |
| Pages | 471 |
| Publication date | 2022-07-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12070471 |
| OpenAlex | W4283825863 |
| Language | EN |
| Citations received | 7 |
| References cited | 19 |
Teachers’ attitudes towards inclusion are influenced by factors such as training and teaching experiences. However, there is no conclusive trend correlating specific factors with negative or positive attitudes. The aim of this study is to understand the reality of inclusion in schools in Extremadura, Spain, from the teachers’ point of view. To do so, a reliable and valid questionnaire was administered to a total of 106 teachers from more than 20 schools in Extremadura, followed by the subsequent categorization of more than 300 comments obtained from semi-structured interviews with 16 teachers. The results show that teachers value an inclusive philosophy in schools, especially in terms of values and policies. Teachers working in special schools had a moderately more positive perception of the degree of inclusion in their school, although there were hardly any significant differences compared to teachers in other types of schools, nor were there any significant differences according to teachers’ prior training. Finally, the importance of evaluation in the creation of plans to guarantee an improvement in the attention to diversity is assessed
Categorization · Mathematics education · Medical education · Pedagogy · Perception · School teachers · Sociology · Special education · Education and Teacher Training · Inclusion and Disability in Education and Sport · Inclusive Education and Diversity · Mathematics · Medicine · Psychology · Social Psychology
Inclusive education through technology
Addressing the Quality of Inclusive Education in the Context of Primary School in Spain
Teachers’ Experiences of Inclusion in Classroom Settings
Technologies in Inclusive Education
Enacting a pedagogy of love in a physical education teacher education critical service-learning program
Examining community perceptions on inclusive education and its influence on students with disabilities
Bridging the gap
Effects of inclusion on students with and without special educational needs reviewed
Attitudes Toward Inclusive Education
Social Representation of Disability and Teachers
Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities
Regular primary schoolteachers’ attitudes towards inclusive education
Digital technology and rights in the lives of children with disabilities
Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia
Individual and cultural factors in teachers’ attitudes towards inclusion
Condiciones de posibilidad psicosociales de una estudiante de psicología con enfermedad motora de origen cerebral
| Citations per year | 2.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |