The Spanish version of the teacher efficacy for inclusive practice scale (TEIP-e): a tool to measure competence for teaching in inclusive settings

Abstract

There is little doubt that the movement towards inclusion has made enormous impact on education systems and schools worldwide (UNESCO, 2007). While initially focusing on providing for students with disabilities in mainstream schools, inclusion now encompasses a much broader definition that refers to all students who may have been historically marginalized from meaningful education, who come from varied multicultural and multidiverse backgrounds or who are at risk of not achieving their full potential (Forlin, 2013). This educational trend has been encouraged internationally as a positive means of enhancing students’ overall development and functioning and basically means giving access and bringing support services, when necessary, to all. Inclusion requires generalist teachers to be able to cater to the needs of the most diverse student population academically, socially, and culturally, responsibility that has impacted the task of teachers more than anything.