This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided into three Likert-type scales about inclusive cultures, organisation in the teaching learning context and inclusive practices. We did a t-test to detect any significant differences in teachers responses in terms of the ordinary or specific teaching contexts in which they work. No significant differences were seen in the items related to cultures and organisation, but we found significant differences in 12 of the 36 items of the inclusive practices scale. Finally, we discuss the role of the processes for innovation and transformation in secondary schools and provide key factors to build an intercultural inclusive school.Keywords: inclusive education; teacher s perceptions; secondary schools
I ntroductionTeachers perceptions of good practices or about those that come closer to their conception of inclusive practices vary considerably from some contexts to others and are conditioned by the different meanings of the term inclusive education , which has been a matter of great debate worldwide. We consider that inclusive education means education in diversity, which is an ethical and pedagogic option that implies, first, assuming diversity by considering each person as a different individual with his or her own peculiarities and a way of being and living; second, accepting diversity as a value and always from a few shared minimums; third, starting pedagogical strategies that are able to respond to heterogeneous situations and promote the exchange of perspectives as a way of mutual enrichment.Indeed, international organisations such as UNESCO (2005) or the European Agency for Development in Special Needs Education (2005)1 have elaborated documents that help clarify those practices that may be considered inclusive. By studying the examples of good practices from each country involved in their elaboration, seven common factors were found: cooperative teaching, cooperative learning, cooperative solutions to conflicts, heterogeneous groupings, efficient pedagogic approaches, the classroom reference system and alternative learning strategies. The last two factors seem to be of particular importance at the secondary education stage.
To cite this article: Lidón Moliner, Odet Moliner & Auxiliadora Sales (2010) Conocer la cultura de un centro y las miradas del profesorado sobre la diversidad sociocultural y personal de la comunidad como punto de arranque para la transformación educativa, Cultura y Educación: Culture and Education, 22:3, 283-296To link to this article: http://dx
Resulta un verdadero desafío para el profesorado gestionar la diversidad presente en las aulas desde un enfoque inclusivo. El objetivo general de este estudio es indagar sobre cómo se organizan las aulas inclusivas para desarrollar prácticas más efectivas. Se presenta un estudio de casos múltiples de tres aulas de educación primaria españolas que trabajan siguiendo el modelo inclusivo. La entrevista, un inventario de prácticas de aula, la observación no participante y el análisis documental han sido los métodos de recogida de datos utilizados en esta investigación. El análisis de datos se ha realizado mediante la herramienta ATLAS.ti. Los resultados muestran posibles formas de diferenciación pedagógica: gestión de los agrupamientos, las modalidades de trabajo, el tiempo, el espacio y los recursos. Se aportan las implicaciones prácticas que ayudan a materializar los principios teóricos de la educación inclusiva. A modo de conclusión: 1) la combinación de diferentes agrupamientos permite responder a los diferentes estilos de aprendizaje y estimula el apoyo entre iguales; 2) la flexibilidad de tiempos y espacios favorece la respuesta a la diversidad y 3) un uso óptimo de los recursos ordinarios favorece la articulación de un aula inclusiva.
Background: In order to offer all students the opportunity to progress and grow to their full potential, teachers must positively recognise and value the different expressions of diversity of all the class members. One of the biggest educational challenges that teachers face today is how to address classroom practices from a truly inclusive and democratic perspective. Purpose: The main aim of this study was to explore, in a Spanish context, how primary school teachers articulate and implement inclusive and democratic practices in their classrooms. Design, sample and methods: The methodological design of this study was situated within a qualitative research approach. A multiple case study structure, comprising three case studies, was utilised. Data collection was carried out via interviews, classroom practices inventories, scientific observation and analysis of documentation. The study was carried out over three academic years and had three phases. Data were analysed thematically. Findings: In the three cases analysed, the analysis identified different possibilities in terms of the implementation and articulation of pedagogical differentiation (the structures, content, process and product) and democratic classroom management (collaborative culture, a shared leadership, democratic participation and school linked to environs). Conclusions: The analysis highlights the need to support the formation of a critical citizenship within inclusive contexts, as well as the need to develop a sense of belonging to the educational community.
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