The purpose of this study was to explore the perceptions of a sample of seventy-five general education teachers regarding inclusion after two decades of implementation, as well determine whether differences existed as a function of experience with schooling, type of school, grade level taught, and other demographic variables. The participants responded to a survey that was based on common core items taken from a review of previous surveys. Of the distributed questionnaires, 89% were collected and coded. Results indicated that (a) eighty-six percent of the teachers were in support of inclusion, but inexperienced teachers reported a greater agreement of the benefits of inclusion than did experienced teachers; (b) only a low percentage of respondents reported that they had the resources (10%), and the skills (22%) to appropriately teach students with diverse needs; and (c) ninety-nine percent agreed that inclusion requires collaborative teaching, but non-experienced teachers reported significantly greater levels of need of collaboration. Age was founded to be associated significantly with expectations on inclusion. Implications for teacher training for inclusion in Spain are discussed.
|Keywords:||Inclusion, Teacher Perceptions, Spain, Students with Special Educational Needs|
Professor of Differential Pedagogy and Research Methods in Special Education, Faculty of Education, University of Alicante, Alicante, Alicante, Spain
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