Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

Abstract

This article analyses the attitudes and knowledge about inclusive education among students reading Pedagogy at the University of Valencia and how these are influenced by participants' age, gender, and which academic programme or year of study they are in. This research comprises a sample of 182 students from the degree's four year groups, which guarantee a representativeness of 95%. The principal results indicate that attitudes towards inclusive education among students reading Pedagogy are highly positive. However, they consider the training received insufficient. Regarding the participants of the study, the analysis shows that attitudes towards inclusive education are directly related to age, while gender has no influence over students' attitudes.

Methodology lecturers’ pedagogical strategies used to prepare pre-service Intermediate Phase isiZulu teachers for teaching inclusive reading

“…The worldwide recognition of the need for diversity learning in mainstream university teacher education departments combats exclusion and marginalisation in the learning and teaching process and promotes diversity and inclusion. Without adequate teacher preparation for inclusive learning (and inclusive reading), recently graduated teachers encounter challenges in their attempts to facilitate diverse learning in classrooms (López-Torrijo & Mengual-Andrés, 2015;Subban & Mahlo, 2017).…”

Challenges faced by intermediate phase isiZulu teachers in teaching inclusive reading

“…Most studies focus on reading instruction and the acquisition of decoding skills. Teachers seem to be inadequately prepared to teach comprehension as various studies in South African school contexts have shown (Pretorius & Klapwijk, 2016;Klapwijk, 2011;Mengual-Andrés et al, 2015;Subban & Mahlo, 2017). All teachers should have adequate skills to teach literacy comprehension and language acquisition regardless of the subject they teach in the classroom (Lu et al, 2022).…”

Teachers’ perception of inclusive teaching practices for students with severe permanent disabilities / Percepción del profesorado sobre prácticas docentes inclusivas en alumnado con discapacidades graves y permanentes

“…According to the teachers’ gender, the studies analysed show significant differences between male and female teachers in their implementation of inclusive practices with students with disabilities. Specifically, there are studies (Alghazo & Naggar, 2004; Mengual, López, & Viana, 2015; Parasuram, 2006; Polo & Aparicio, 2018) which show that male teachers implement more inclusive practices. However, studies like those by Boyle, Topping, and Jindal-Snape (2013) and Opdal, Wormnaes, and Habayeb (2001) conclude that female teachers promote better practices compared to their male counterparts.…”

“…Según el género de los docentes, las investigaciones analizadas muestran diferencias significativas entre el profesorado en cuanto al desarrollo de prácticas inclusivas con alumnos con discapacidad. De este modo, se constatan estudios (Alghazo & Naggar, 2004; Mengual, López, & Viana, 2015; Parasuram, 2006; Polo & Aparicio, 2018) en los que se revelan condiciones más positivas entre los profesores para el desarrollo de prácticas inclusivas. En contraposición, estudios como los desarrollados por Boyle, Topping, y Jindal-Snape (2013) y Opdal, Wormnaes, y Habayeb (2001) concluyen cómo las profesoras promueven mejores prácticas en comparación con los profesores varones.…”