Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

Lacruz‐Pérez, Irene; Sanz‐Cervera, Pilar; Mínguez, Raúl Tárraga

doi:10.3390/educsci11020058

Cited by 31 publications

(32 citation statements)

References 38 publications

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“…Therefore, we aim to check whether gender is a factor that influences Spanish secondary school teachers’ perceptions of their preparation for inclusive education. Studies have found that gender does not seem to affect attitudes, although some studies have found better attitudes towards disability, in female educators [ 29 ]. The literature reports that more research is needed concerning self-efficacy [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Triviño-Amigo

Barrios-Fernández

Mañanas-Iglesias

et al. 2022

IJERPH

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Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education.

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Section: Introductionmentioning

confidence: 99%

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Triviño-Amigo

Barrios-Fernández

Mañanas-Iglesias

et al. 2022

IJERPH

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“…However, to date, these alternative tools have been little used. In addition, the most common method in assessing teachers' attitudes is still the Likert-type questionnaire [56][57][58], a type of quantitative and self-report instrument in which social desirability bias can have a relatively easy influence on the outcomes. Therefore, the conclusions obtained by studies that evaluate attitudes explicitly, should always be interpreted with caution, due to the potential influence of biases of different types.…”

Section: Methods and Instruments Used To Assess Teachers' Attitudes T...mentioning

confidence: 99%

Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review

2022

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(1) Teachers’ attitudes toward the inclusion of students with autism spectrum disorder (ASD) in mainstream schools influence daily educational practices. Depending on whether these attitudes are favorable or not, inclusive education could be fully or partially reached. This systematic review aims to analyze teachers’ attitudes toward ASD and to determine the variables that moderate them. (2) We conducted a systematic review in WoS, Scopus, and PsycINFO databases, obtaining an amount of 16 studies included in this review. (3) The results revealed inconclusive levels in teachers’ attitudes: Some of the teachers reported positive attitudes, some neutral, and some negative. (4) Among the variables that probably moderate attitudes, we found knowledge, experience, training, and gender. Future research and implications for pre-service and in-service teachers, school administrators, and policy makers are suggested.

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“…For example, teachers in Florence report low levels of training [22]. In Spain, teachers generally have a positive attitude towards inclusion, but this depends on training and contact with students with special educational needs [23]. Lack of training, diversity, and a large number of students in the class enhance the teachers' difficulties in monitoring and providing one-on-one intervention for every challenges [24].…”

Section: Pre-service Teacher Knowledge Of Autism Spectrum Disordermentioning

confidence: 99%

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

et al. 2022

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Countries seek to implement sustainable policies for supporting professionals working with students with an autism spectrum disorder. These policies can advance more slowly in developing states like Romania and Greece. As such, this study aimed to investigate the reported knowledge and training needs of professionals working with ASD students to inform policymakers. Using a cross-sectional design, 475 Romanian and 211 Greek specialists completed an online questionnaire on the following dimensions: diagnosis and assessment of ASD, management of behavioural problems in ASD students, communication skills, technology, teaching, and e-learning platforms. The results showed that Greek professionals have higher levels of ASD knowledge compared to Romanian respondents (MGreece = 15.2, SDGreece = 4.22; MRomania = 13.7, SDRomania = 3.88; U = 39703, p < 0.001). There is also a significant need for training on all the investigated dimensions in both countries, with greater training needs in Romania than in Greece (MGreece = 26, SDGreece = 2.98; MRomania = 27.2, SDRomania = 1.84; U = 35556, p < 0.001). Both countries reported the lowest level of knowledge in innovative teaching technologies and high training needs using an e-learning platform. The results emphasise important gaps in the educational programmes for ASD professionals.

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Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

Cited by 31 publications

References 38 publications

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

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