The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools

Abstract

The general objective of the research presented in this article was to explore the attention to the diversity of students in kindergartens, and primary and high schools in the Region of Murcia (southeast of Spain). This study adopted a methodology of a quantitative nature. The instrument used to collect the data was the Themis Inclusion Tool (Azorín and Ainscow, 2018), which is a Likert scale aimed at teachers formed by three dimensions: contexts, resources and processes. Themis was administered to 545 teachers from 38 schools. This allowed knowing a series of strengths and weaknesses and diagnosing the profile of the schools (barely inclusive, towards inclusion and inclusive), and verifying statistically significant differences according to the variables studied (type of school, location and school stage). According to the results, the strengths focused on the process dimension, making reference to the teaching work, while the weaknesses were found in the contexts dimension, highlighting the scarce commitment between the schools and their communities. Differences were also found according to the type of school and the school stage. Finally, the predominant profile was “towards inclusion”. Therefore, the conclusions pointed to the need to continue working for the development of more inclusive practices in schools.

Analysis of the Attitude of Spanish Physical Education Teachers towards Students with Disabilities in Extremadura

“…In this case, both sexes agree. If we look for significant differences in the responses according to the location of the center, there are only differences between teachers in urban and rural centers when talking about the positive effect of integration on emotional development and that it favors the preparation of students to live in society, two statements in which the responses are conditioned by the location of the educational center where classes are taught [39].…”

From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal

“…Corroborating this result, a scoping review by Finkelstein et al [5] highlighted collaboration and teamwork, instructional practices, organizational practices, social/emotional/behavioural practices, and determinations of progress as domains related to inclusive teaching practices. Other research has found that inclusive practices include the celebration of diversity, teaching planning, the taking into account of all students, education process, a varied methodology, formation of flexible and heterogeneous groups, the organization of times and spaces, support, and evaluation and transit between education stages [16,17].…”

Radiografía De La Investigación Sobre Educación Inclusiva

“…El cuarto ámbito temático agrupa publicaciones que abordan principalmente disposiciones hacia la inclusión de la diversidad, vale decir, tendencias para actuar de una particular manera bajo circunstancias específicas. En este conglomerado encontramos investigaciones que abordan las subjetividades sociales, percepciones y reflexiones docentes, concepciones docentes, actitudes sociales, entre otras (Santos & Martínez, 2016;Vasconcellos et al, 2016;Cunha & Gomes, 2017;Versoza-Carvalhal et al, 2017;Azorín-Abellán, 2018;Maturana et al, 2019;Cano-Muñoz & Gómez-Nuñez, 2020). Este conglomerado apela a que las disposiciones profesionales hacia la diversidad se relacionan de manera estrecha con las valoraciones y concepciones que tenga la escuela hacia la inclusión.…”