Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?
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http://hdl.handle.net/10045/39096
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Campo DC | Valor | Idioma |
---|---|---|
dc.contributor | Grupo de Investigación Interdisciplinar en Docencia Universitaria (GIDU) | es |
dc.contributor.author | Chiner, Esther | - |
dc.contributor.author | Cardona Moltó, María Cristina | - |
dc.contributor.other | Universidad de Alicante. Departamento de Psicología de la Salud | es |
dc.date.accessioned | 2014-07-14T07:59:37Z | - |
dc.date.available | 2014-07-14T07:59:37Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | International Journal of Inclusive Education. 2013, 17(5): 526-541. doi:10.1080/13603116.2012.689864 | es |
dc.identifier.issn | 1360-3116 (Print) | - |
dc.identifier.issn | 1464-5173 (Online) | - |
dc.identifier.uri | http://hdl.handle.net/10045/39096 | - |
dc.description.abstract | This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain. | es |
dc.language | eng | es |
dc.publisher | Routledge | es |
dc.rights | © 2013 Taylor & Francis | es |
dc.subject | Inclusive education | es |
dc.subject | Teachers’ perception | es |
dc.subject | Special educational needs | es |
dc.subject | Regular education teachers | es |
dc.subject | Spain | es |
dc.subject.other | Métodos de Investigación y Diagnóstico en Educación | es |
dc.title | Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? | es |
dc.type | info:eu-repo/semantics/article | es |
dc.peerreviewed | si | es |
dc.identifier.doi | 10.1080/13603116.2012.689864 | - |
dc.relation.publisherversion | http://dx.doi.org/10.1080/13603116.2012.689864 | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
Aparece en las colecciones: | INV - GIDU - Artículos de Revistas INV - DEG - Artículos de Revistas Institucional - IUIEG - Publicaciones |
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2013_Chiner_Cardona_IJIE_final.pdf | Versión final (acceso restringido) | 108,54 kB | Adobe PDF | Abrir Solicitar una copia |
2013_Chiner_Cardona_IJIE.pdf | Versión revisada (acceso abierto) | 107,43 kB | Adobe PDF | Abrir Vista previa |
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