Teachers’ Opinion Relative to Inclusion in Spain: A Comparison between Experienced and Inexperienced Teachers

By M. Cristina Cardona-Moltó.

Published by The Diversity Collection

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Article: Print $US10.00
Article: Electronic $US5.00

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

International Journal of Diversity in Organizations, Communities and Nations, Volume 11, Issue 3, pp.151-168. Article: Print (Spiral Bound). Article: Electronic (PDF File; 824.856KB).

Dr. M. Cristina Cardona-Moltó

Professor of Differential Pedagogy and Research Methods in Special Education, Faculty of Education, University of Alicante, Alicante, Alicante, Spain

Maria-Cristina Cardona is a professor of Special Education at the University of Alicante, Spain. Her research interests focus on research methods in inclusive education, instructional and curriculum adaptations for diversity, and co-teaching. She directs the “Diversity and Special/Inclusive Education” research group at this institution, coordinates the doctoral program “Responding to Diversity in Educational Contexts”, and is a member of the ANECA (National Social Science Committee for Higher Education Program Verification).

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