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.
La televisión es un elemento destacado en la construcción de la realidad musical y sonora del niño y del adolescente que ofrece, como totalidad, una versión seleccionada y editada del entorno musical. El artículo que presentamos forma parte de un proyecto de investigación que trata de conocer qué escuchan los niños en la programación infantil de televisión en una muestra latinoamericana. El objetivo general ha sido establecer los parámetros de la escucha televisiva y determinar sus elementos objetivos. Lo que presentamos en este artículo es el proceso de elaboración y validación de dicho instrumento. El proceso ha tenido como elementos generadores el consenso por el ámbito de aplicación con validez latinoamericana y la toma de decisiones, por la naturaleza de la música como variable de análisis y las características del sonido, cuyo desarrollo en el tiempo requiere formas específicas de clasificación.
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