Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages

Inclusive education is fundamental, consisting of enabling all students, irrespective of their characteristics, to receive appropriate education and actively participate in school life. Teachers play an important role in this regard; thus, this study aims to analyze teachers' perceptions regard...

Full description

Saved in:
Bibliographic Details
Published in:International journal of environmental research and public health 2023-02, Vol.20 (4), p.3420
Main Authors: Triviño-Amigo, Natalia, Polo-Campos, Irene, Gomez-Paniagua, Santiago, Barrios-Fernandez, Sabina, Mendoza-Muñoz, María, Rojo-Ramos, Jorge
Format: Article
Language:English
Subjects:
Analysis
Chi-square test
Children
Collaboration
Community involvement
Community participation
Curricula
Disability
Education
Inclusive education
Learning
Perception
Perceptions
Public schools
Questionnaires
Sociodemographics
Students with disabilities
Teachers
Teachers, Rating of
Teaching
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Inclusive education is fundamental, consisting of enabling all students, irrespective of their characteristics, to receive appropriate education and actively participate in school life. Teachers play an important role in this regard; thus, this study aims to analyze teachers' perceptions regarding their preparation for inclusion by assessing possible differences depending on the educational stage (early childhood, primary, or secondary education). A total of 1098 Spanish teachers, from Extremadura, responded to three dichotomic answers about their inclusive education preparation perception and the Evaluation of Teachers' Inclusion Readiness (CEFI-R) questionnaire, a 19-item tool composed of four dimensions: (1) conception of diversity, (2) methodology, (3) support, and (4) community participation. Pearson's chi-square test was used to assess differences between the dichotomous questions and educational stage; Kruskal-Wallis was used to determine whether the educational stage conditioned the CEFI-R dimensions responses, and the Spearman rho was used to test the association between age groups and the CEFI-R dimensions. Statistical differences were found between secondary education and preschool education and primary education teachers in the dimensions (1) conception of diversity, (2) methodology, and (3) support. Significant differences in dimension (4) community participation between preschool education teachers and secondary and primary education teachers were found.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph20043420