Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions
Abstract
:1. Introduction
2. Background
3. General Purpose
4. Materials and Methods
4.1. Participants
4.2. Instruments and Procedure
- Inclusive values. Values guide and are the foundation of our actions. They are what give meaning and purpose to our efforts. Values affect the content of what we teach, how we teach, and how we relate to students and their families. In this sense, the items associated with this category aim to check the presence or absence of inclusive values in schools, such as equality, respect for differences, and non-discrimination. We asked the teachers if the criteria and indicators they used were consistent with inclusive principles to establish the center’s access, the formation of groups, the organization of support for SEN, and the methodology of curricular and complementary activities.
- Participation in the educational community. Teaching involves students, their families, and other professionals. This category gathers information about who usually participates in schools and the opportunities they must be involved and accepted to participate in decisions about their children’s school life.
- Perceptions. Referring to teachers and other SEN support professionals’ beliefs concerning the learning abilities of SEN students in mainstream schools. The impact of their schooling on their peers’ learnings, the training, and perceived self-efficacy to cope with the needs of students perceived as “different”.
5. Results
5.1. Sample
5.2. Descriptive Analysis by Category
5.3. Quantitative Results of Our Study According to Different Variables
5.3.1. Results by Gender
5.3.2. Results by Age
5.3.3. Results by Teaching Seniority
5.3.4. Results by Educational Stage
“let them leave the center with a changed mind, so when they have children, they would understand that education is the priority”(1:06:55)
“and do you think we can do that from the educational center?”(1:07:12)
“it is very difficult to fight for something that you live in your house”(1:07:30).
5.3.5. Results by Type of Center
“…lack of educational response adapted to these kids”(10:12),
“…lack of teacher training to accept diversity”(9:10),
“…curricular adaptations are not valid”(39:10)
“…we have few professionals,” “we are patching up, very little by little”(12:34)
“…We have to educate that way; it is much more difficult to accommodate a different person”(1:34:00).
“teachers who call themselves wonderful experts… but they are not”(18:49)
“there is an attitude of I don’t say anything because if not… there is a mess of papers… let’s see who calls the mother and tells her…”(29:03)
“…I will mark the student with a 5 because otherwise, I will have problems”(39:40)
“…when the teachers begin to realize the reality of the school, well, a year or two years have passed, and they have to leave”(38:38).
“…coordination does not have to be only between teachers, but also with families”(56:20)
“…professionals have to take care of our students’ families”(56:35)
“Parents value us a lot, and that is important for your personal self-esteem”(57:40).
5.3.6. Results by Professional Profile
“as much as we talk about inclusion… it is not done”(1:34:35)
“no division of functions, that is, if we are 3 people working in the classroom,… it is not only me, it is not just the Special Education teacher… the three of us evaluate, the three of us teach… no division of functions… that is an inclusive classroom ”(1:17:24).
5.3.7. Results by Years of Experience with SEN Students
5.3.8. Results by the Number of Inhabitants of the Locality Where the Center Is Located
6. Discussion and Conclusions
6.1. Limitations
6.2. Improvement Proposals and Prospective
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
References
- Castellanos Soriano, F.; López, L. Discapacidad y cultura: Desafío emergente en investigación. Avanes Enferm. 2009, 27, 110–123. [Google Scholar]
- Ferreira, M.Á.V. Una aproximación sociológica a la discapacidad desde el modelo social: Apuntes caracteriológicos. Rev. Esp. Investig. Sociol. 2008, 124, 141–176. [Google Scholar]
- Macionis, J.J.; Plummer, K. Sociología, 4th ed.; Pearson Education: Madrid, Spain, 2012; ISBN 978-84-8322-742-8. [Google Scholar]
- Goffman, E. Estigma: La Identidad Deteriorada, 2nd ed.; Amorrortu: Buenos Aires, Argentina, 2013; ISBN 978-950-518-199-5. [Google Scholar]
- Keil, S.; Miller, O.; Cobb, R. Special Educational Needs and Disability. Br. J. Spec. Educ. 2006, 33, 168–172. [Google Scholar] [CrossRef]
- Lawson, H.; Boyask, R.; Waite, S. Construction of Difference and Diversity within Policy and Practice in England. Camb. J. Educ. 2013, 43, 107–122. [Google Scholar] [CrossRef]
- Barnes, C. Las teorías de la discapacidad y los orígenes de la opresión de las personas discapacitadas en la sociedad occidental. In Discapacidad y Sociedad; Barton, L., Ed.; Morata: Madrid, Spain, 1998; pp. 59–76. ISBN 978-84-7112-434-0. [Google Scholar]
- Danforth, S.; Jones, P. (Eds.) From Special Education to Integration to Genuine Inclusion. In Foundations of Inclusive Education Research; International Perspectives on Inclusive Education; Emerald Group Publishing Limited: Bingley, UK, 2015; Volume 6, pp. 1–21. ISBN 978-1-78560-417-1. [Google Scholar]
- UNESCO. World Conference on Special Needs in Education: Access and Quality; Declaración de Salamanca y Marco de Acción sobre Necesidades Educativas Especiales; Ministerio de Educación y Ciencia, Gobierno de España: Salamanca, Spain, 1994. [Google Scholar]
- UNESCO. International Bureau of Education. In Inclusive Education: The Way of the Future: Final Report; UNESCO, Ed.; UNESCO: Paris, France, 2009. [Google Scholar]
- UNESCO. Global Education Monitoring Report Team. In La Educación Para Todos, 2000–2015: Logros y Desafíos; UNESCO: París, France, 2015; ISBN 92-3-300017-6. [Google Scholar]
- UNESCO. Assistant Director-General for Education. In A Guide for Ensuring Inclusion and EQUITY in Education; UNESCO: París, France, 2017; ISBN 978-92-3-300076-6. [Google Scholar]
- UNESCO. Global Education Monitoring Report Team. In Global Education Monitoring Report, 2019: Migration, Displacement, and Education: Building Bridges, Not Walls, 1st ed.; UNESCO: París, France, 2019; ISBN 978-92-3-100283-0. [Google Scholar]
- Casanova, M.A. La Educación Inclusiva en las Aulas; La Muralla: Madrid, Spain, 2017; ISBN 978-84-7133-828-0. [Google Scholar]
- Ainscow, M.; Slee, R.; Best, M. Editorial: The Salamanca Statement: 25 Years on. Int. J. Incl. Educ. 2019, 23, 671–676. [Google Scholar] [CrossRef]
- Florian, L. On the Necessary Co-Existence of Special and Inclusive Education. Int. J. Incl. Educ. 2019, 23, 691–704. [Google Scholar] [CrossRef]
- Booth, T. Index for Inclusion: Developing Learning and Participation in Schools; Centre for Studies on Inclusive Education: Bristol, UK, 2011; ISBN 978-1-872001-68-5. [Google Scholar]
- Ainscow, M.; Dyson, A.; Goldrick, S.; West, M. Using Collaborative Inquiry to Foster Equity within School Systems: Opportunities and Barriers. Sch. Eff. Sch. Improv. 2016, 27, 7–23. [Google Scholar] [CrossRef]
- Hands, C.; Freckelton, K. A Perfect Storm for Leading Equity and Inclusion: Policy Complexities, Varied Learning Needs, and Cultures That Don’t Support Them. Can. J. Educ. Adm. Policy 2019, 190, 6–17. [Google Scholar]
- Avramidis, E.; Norwich, B. Teachers’ attitudes towards integration/inclusion: A review of the literature. Eur. J. Spec. Needs Educ. 2002, 17, 129–147. [Google Scholar] [CrossRef]
- de Boer, A.; Pijl, S.J.; Minnaert, A. Regular Primary Schoolteachers’ Attitudes towards Inclusive Education: A Review of the Literature. Int. J. Incl. Educ. 2011, 15, 331–353. [Google Scholar] [CrossRef]
- Cano Verdejo, E.; Pappous, A. (Sakis) Actitudes de Los Profesionales de La Educación Hacia La Educación Físic Ainclusiva: Una Revisión Bibliográfica. Rev. Digit. Investig. Educ. 2013, 7, 105–118. [Google Scholar]
- Lacruz-Pérez, I.; Sanz-Cervera, P.; Tárraga-Mínguez, R. Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review. Educ. Sci. 2021, 11, 58. [Google Scholar] [CrossRef]
- Álvarez Castillo, J.L.; Buenestado Fernández, M. Predictores de las actitudes hacia la inclusión de alumnado con necesidades educativas especiales en futuros profesionales de la educación. Rev. Complut. Educ. 2015, 26, 627–645. [Google Scholar] [CrossRef]
- Chacón-López, H.; Olivares-Córdoba, J. Diversidad funcional y actitudes del profesorado. Una mirada presente y futura. Rev. Estud. Investig. Psicol. Educ. 2017, 6, 016–019. [Google Scholar] [CrossRef] [Green Version]
- Gil Hernández, S. Perfil actitudinal de alumnos del Máster en Formación del Profesorado de Educación Secundaria ante la discapacidad. Estudio comparativo. Rev. Educ. Inclusiva 2017, 10, 133–146. [Google Scholar]
- Macías Gómez, M.E.; Aguilera García, J.L.; Rodríguez Sánchez, M.; Gil Hernández, S. Un estudio transversal sobre las actitudes de los estudiantes de pregrado y máster en ciencias de la educación hacia las personas con discapacidad. Rev. Electrón. Interuniv. Form. Profr. 2019, 22, 1. [Google Scholar] [CrossRef]
- Solís, P.; Pedrosa, I.; Mateos-Fernández, L.-M. Assessment and Interpretation of Teachers’ Attitudes towards Students with Disabilities/Evaluación e Interpretación de la Actitud del Profesorado Hacia Alumnos con Discapacidad. Cult. Educ. 2019, 31, 576–608. [Google Scholar] [CrossRef]
- Colmenero, M.-J.; Pegalajar, M.-C.; Pantoja, A. 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. Cult. Educ. 2019, 31, 542–575. [Google Scholar] [CrossRef]
- Anzano Oto, S. Evolución histórica de la atención a la diversidad en la escuela: Estudio descriptivo sobre las actitudes de los maestros de educación primaria ante la inclusión en dos centros públicos de Huesca. Educ. Divers. 2015, 9, 73–84. [Google Scholar]
- González-Gil, F.; Martín-Pastor, E.; Poy, R.; Jenaro, C. Percepciones del profesorado sobre la inclusión: Estudio preliminar. Rev. Electron. Interuniv. Form. Profr. 2016, 19, 11–24. [Google Scholar] [CrossRef] [Green Version]
- Messiou, K.; Ainscow, M.; Goldrick, S.; Echeita, G.; Sandoval, M.; Simon, C.; Hope, M.; Paes, I.; Vitorino, T. Learning from Differences: A Strategy for Teacher Development in Respect to Student Diversity. Sch. Eff. Sch. Improv. 2016, 27, 45–61. [Google Scholar] [CrossRef]
- González-Castellano, N.; Colmenero-Ruiz, M.J.; Cordón-Pozo, E. Factors That Influence the University’s Inclusive Educational Processes: Perceptions of University Professors. Heliyon 2021, 7, e06853. [Google Scholar] [CrossRef] [PubMed]
- European Agency for Development in Special Needs Education. Teacher Education for Inclusion: Profile of Inclusive Teachers; European Agency for Development in Special Needs Education: Odense, Denmark, 2012; ISBN 978-87-7110-316-8. [Google Scholar]
- Ellis, P.D. The Essential Guide to Effect Sizes: Statistical Power, Meta-Analysis and the Interpretation of Research Results; Cambridge University Press: Cambridge, UK, 2017; ISBN 978-0-521-19423-5. [Google Scholar]
- López-Roldán, P.; Fachelli, S. Metodología de la Investigación Social Cuantitativa; Universitat Autònoma de Barcelona: Bellaterra, Spain, 2015. [Google Scholar]
- Ortiz Jiménez, L.; Carrión Martínez, J.J. Respuesta Educativa al Alumnado con Necesidad Específica de Apoyo Educativo Asociada a Discapacidad en Educación Obligatoria; Análisis y Estudios: Graó, Spain, 2021; ISBN 978-84-18627-61-3. [Google Scholar]
- Bouldin, E.; Patel, S.R.; Tey, C.S.; White, M.; Alfonso, K.P.; Govil, N. Bullying and Children Who Are Deaf or Hard-of-Hearing: A Scoping Review. Laryngoscope 2021, 131, 1884–1892. [Google Scholar] [CrossRef] [PubMed]
- Ball, L.; Lieberman, L.; Haibach-Beach, P.; Perreault, M.; Tirone, K. Bullying in Physical Education of Children and Youth with Visual Impairments: A Systematic Review. Br. J. Vis. Impair. 2021, 02646196211009927. [Google Scholar] [CrossRef]
- Falla, D.; Sánchez, S.; Casas, J.A. What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work. Sustainability 2021, 13, 416. [Google Scholar] [CrossRef]
- Valle-Flórez, R.-E.; de Caso Fuertes, A.M.; Baelo, R.; García-Martín, S. Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities. Int. J. Environ. Res. Public Health 2021, 18, 11667. [Google Scholar] [CrossRef]
- Escudero Muñoz, J.M.E.; Alfageme González, M.B.; González González, M.T.; Martínez Domínguez, B.; Nieto Cano, J.M.; Rodríguez Entrena, M.J.; Vallejo Ruiz, M. Inclusión y Exclusión EDUCATIVA: Realidades, Miradas y Propuestas; Nau Llibres: Valencia, Spain, 2016; ISBN 978-84-7642-986-0. [Google Scholar]
- Domingo Martos, L.; Pérez García, P.; Domingo Segovia, J. Miradas Críticas de los Profesionales de la Educación ante las Respuestas Educativas al Reto de la Inclusión en la Escuela Andaluza. Arch. Analíticos Políticas Educ. 2019, 27, 118. [Google Scholar] [CrossRef] [Green Version]
- Saloviita, T. Teacher Attitudes towards the Inclusion of Students with Support Needs. J. Res. Spec. Educ. Needs 2020, 20, 64–73. [Google Scholar] [CrossRef]
- Sevilla Santo, D.E.; Martín Pavón, M.J.; Jenaro Río, C. Actitud del docente hacia la educación inclusiva y hacia los estudiantes con necesidades educativas especiales. Innovación Educ. 2018, 18, 115–141. [Google Scholar]
- Agavelyan, R.O.; Aubakirova, S.D.; Zhomartova, A.D.; Burdina, E.I. Teachers’ Attitudes towards Inclusive Education in Kazakhstan. Integr. Educ. 2020, 24, 8–19. [Google Scholar] [CrossRef] [Green Version]
- González-Gil, F.; Martín-Pastor, E.; Poy, R. Educación inclusiva: Barreras y facilitadores para su desarrollo. Un estudio desde la percepción del profesorado. Profr. Rev. Currículum Form. Profr. 2019, 23, 243–263. [Google Scholar] [CrossRef]
- Savolainen, H.; Engelbrecht, P.; Nel, M.; Malinen, O.-P. Understanding Teachers’ Attitudes and Self-Efficacy in Inclusive Education: Implications for Pre-Service and in-Service Teacher Education. Eur. J. Spec. Needs Educ. 2012, 27, 51–68. [Google Scholar] [CrossRef]
- Štemberger, T.; Kiswarday, V.R. Attitude towards Inclusive Education: The Perspective of Slovenian Preschool and Primary School Teachers. Eur. J. Spec. Needs Educ. 2018, 33, 47–58. [Google Scholar] [CrossRef]
- Stepaniuk, I. Inclusive Education in Eastern European Countries: A Current State and Future Directions. Int. J. Incl. Educ. 2019, 23, 328–352. [Google Scholar] [CrossRef]
- Hellmich, F.; Löper, M.F.; Görel, G. The Role of Primary School Teachers’ Attitudes and Self-Efficacy Beliefs for Everyday Practices in Inclusive Classrooms—A Study on the Verification of the ‘Theory of Planned Behaviour’. J. Res. Spec. Educ. Needs 2019, 19, 36–48. [Google Scholar] [CrossRef]
- Corral, K. Educación inclusiva: Concepciones del profesorado ante el alumnado con necesidades educativas especiales asociadas a discapacidad. Rev. Educ. Inclusiva 2019, 12, 171–186. [Google Scholar]
- Uriarte, J.D.D.; Pegalajar, M.; León, J.M.D.; Galindo, H. Las relaciones entre las actitudes hacia la educación inclusiva, la autoeficacia y la resiliencia docentes. Int. J. Dev. Educ. Psychol. 2019, 3, 75–86. [Google Scholar] [CrossRef]
- Collado-Sanchis, A.; Tárraga-Mínguez, R.; Lacruz-Pérez, I.; Sanz-Cervera, P. Análisis de actitudes y autoeficacia percibida del profesorado ante la educación inclusiva. Educar 2020, 56, 509–523. [Google Scholar] [CrossRef]
- Yada, A.; Savolainen, H. Japanese In-Service Teachers’ Attitudes toward Inclusive Education and Self-Efficacy for Inclusive Practices. Teach. Teach. Educ. 2017, 64, 222–229. [Google Scholar] [CrossRef] [Green Version]
- Miesera, S.; DeVries, J.M.; Jungjohann, J.; Gebhardt, M. Correlation between Attitudes, Concerns, Self-Efficacy and Teaching Intentions in Inclusive Education Evidence from German Pre-Service Teachers Using International Scales. J. Res. Spec. Educ. Needs 2019, 19, 103–114. [Google Scholar] [CrossRef]
- Scanlon, G.; Radeva, S.; Pitsia, V.; Maguire, C.; Nikolaeva, S. Attitudes of Teachers in Bulgarian Kindergartens towards Inclusive Education. Teach. Teach. Educ. 2022, 112, 103650. [Google Scholar] [CrossRef]
- Shadaya, G.; Mushoriwa, T.D. Examining the Extent to Which Learners with Special Educational Needs Are Included in Regular Schools: The Case of Four Primary Schools in Cape Town, South Africa. J. Soc. Sci. 2017, 52, 66–73. [Google Scholar] [CrossRef]
- Fabela-Cárdenas, M.A.; Robles-Treviño, L. Teachers’ Perceptions of Collaboration and Partnership Regarding Children with Special Educational Needs in a Mexican Bilingual Elementary School. Glob. Stud. Child. 2012, 2, 70–75. [Google Scholar] [CrossRef] [Green Version]
- Jurado-de-los-Santos, P.; Colmenero-Ruiz, M.J.; Valle-Flórez, R.E.; Castellary-López, M.; Figueredo-Canosa, V. The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design. Sustainability 2021, 13, 4766. [Google Scholar] [CrossRef]
- CAST. Universal Design for Learning Guidelines Version 2.2 (Graphic Organizer); CAST: Wakefield, MA, USA, 2018. [Google Scholar]
- Leonard, K.M.; Coyne, M.D.; Oldham, A.C.; Burns, D.; Gillis, M.B. Implementing MTSS in Beginning Reading: Tools and Systems to Support Schools and Teachers. Learn. Disabil. Res. Pract. 2019, 34, 110–117. [Google Scholar] [CrossRef]
- Choi, J.H.; McCart, A.B.; Sailor, W. Achievement of Students with IEPs and Associated Relationships with an Inclusive MTSS Framework. J. Spec. Educ. 2020, 54, 157–168. [Google Scholar] [CrossRef]
Category | No. Items | Category Code |
---|---|---|
Inclusive values | 9 | CV.1–CV.9 |
Participation in the educational community | 8 | Cpa.1–Cpa.8 |
Perceptions | 5 | Cpe.1–Cpe.5 |
95.0% Confidence Interval | ||||
---|---|---|---|---|
McDonald’ ω | Cronbach’s α | Lower | Upper | |
Scale | 0.86 | 0.84 | 0.830 | 0.885 |
Values | 0.90 | 0.90 | ||
Participation | 0.90 | 0.90 | ||
Perception | 0.70 | 0.65 |
Fr | % | ||
---|---|---|---|
Sex | Women | 232 | 74.6 |
Men | 79 | 25.4 | |
Age | 24 to 34 | 51 | 16.4 |
34 to 44 | 97 | 31.2 | |
45 to 54 | 115 | 37 | |
55 and more | 48 | 15.4 | |
Teaching experience | 4 years or less | 38 | 12.2 |
5 to 10 years | 55 | 17.7 | |
11 to 20 years | 104 | 33.4 | |
More than 20 years | 114 | 36.7 | |
Educational stage | Early Childhood and Primary | 191 | 61.4 |
Secondary and High School | 120 | 38.6 | |
Professional profile | Support teachers/Specialist (Therapeutic Pedagogy, Counselors, Hearing, and Speech) | 47 | 15.1 |
Other teachers (tutors, subject specialists, heads of study, principals, etc.) | 264 | 84.9 | |
Center by Funding/Ownership | Public | 210 | 67.5 |
Subsidized | 101 | 32.5 | |
Center by number of inhabitants in which is located | Equal or less than 3000 | 82 | 26.4 |
From 3000 to 10,000 (included) | 75 | 24.1 | |
From 10,000 to 100,000 (included) | 63 | 20.3 | |
More than 100,000 | 91 | 29.3 | |
Teaching experience with SEN students | 4 years or less | 116 | 37.3 |
5 to 10 years | 79 | 25.4 | |
11 to 20 years | 81 | 26 | |
More than 20 years | 35 | 11.3 |
Variables | 24–34 Years | 35 to 44 Years | 45 to 54 Years | More than 55 Years | p-Value |
---|---|---|---|---|---|
CV.6. The academic achievement of the SEN students is related to difficulties and barriers that must be overcome. | 181.36 | 149.38 | 145.50 | 167.59 | 0.045 |
Cpa.3. Teachers feel empowered to facilitate the participation of families. | 207.03 | 137.60 | 153.36 | 145.29 | 0.000 |
Cpa.4. There is flexibility in the class groups that encourages collaboration and communication between students. | 188.47 | 152.06 | 146.40 | 152.47 | 0.026 |
Cpa.6. The center offers families various ways to motivate them to get involved in their children’s learning. | 189.52 | 140.22 | 155.43 | 153.67 | 0.011 |
Cpa.7. The active participation of all students in the center’s life is facilitated. | 183.16 | 145.25 | 151.25 | 160.25 | 0.049 |
Cpa.8. Families are informed of the progress of their children with SEN. | 180.54 | 144.20 | 147.90 | 173.19 | 0.011 |
Total | 192.46 | 148.57 | 146.19 | 155.78 | 0.011 |
Variables | 24–34 Years vs. 35–44 Years | 24–34 Years vs. 24 to 54 Years | 24–34 Years vs. +55 Years | 35–44 Years vs. +55 Years | 45–54 Years vs. +55 Years | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
p | 24–34 r | 35–44 r | p | 24–34 r | 45–54 r | p | 24–34 r | +55 r | p | 35–44 r | +55 r | p | 45–54 r | +55 r | |
CV.6. | 0.031 | 84.16 | 69.42 | 0.009 | 97.07 | 77.48 | |||||||||
Cpa.3. | 0.000 | 95.76 | 63.32 | 0.000 | 104.11 | 74.36 | 0.001 | 59.16 | 40.27 | ||||||
Cpa.4. | 0.017 | 85.41 | 68.76 | 0.002 | 99.59 | 76.37 | 0.037 | 55.47 | 44.19 | ||||||
Cpa.6. | 0.002 | 88.84 | 66.96 | 0.013 | 96.67 | 77.66 | 0.022 | 56.00 | 43.63 | ||||||
Cpa.7. | 0.009 | 85.90 | 68.51 | 0.016 | 95.63 | 78.12 | |||||||||
Cpa.8. | 0.007 | 85.58 | 68.68 | 0.010 | 95.73 | 78.08 | 0.037 | 68.58 | 81.94 | ||||||
Total | 0.006 | 87.50 | 67.66 | 0.001 | 101.44 | 75.54 | 0.040 | 55.52 | 44.14 |
Variables | <5 Years | 5 to 10 Years | 11 to 20 Years | >20 Years | p-Value |
---|---|---|---|---|---|
Cpa.3. Teachers feel empowered to facilitate the participation of families. | 208.47 | 158.78 | 140.35 | 151.44 | 0.000 |
Cpe.2. Only the support specialists should attend to SEN students since they are the ones trained for it. | 174.99 | 126.79 | 156.72 | 163.11 | 0.034 |
Cpe.4. All students can achieve the general objectives in an inclusive classroom with the necessary help. | 178.09 | 180.94 | 142.86 | 148.59 | 0.016 |
Variables | <5 Years vs. 5–10 Years | <5 Years vs. 11–20 Years | <5 Years vs. >20 Years | 5–10 Years vs. 11–20 Years | 5–10 Years vs. >20 Years | 11–20 Years vs. >20 Years | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
p | <5 r | 5–10 r | p | <5 r | 11–20 r | p | <5 r | >20 r | p | 5–10 r | 11–20 r | p | 5–10 r | >20 r | p | 11–20 r | >20 r | |
Cpa.3. | 0.005 | 55.96 | 40.81 | 0.000 | 93.45 | 63.48 | 0.000 | 98.07 | 69.31 | |||||||||
Cpe.4. | 0.032 | 83.24 | 67.21 | 0.009 | 92.52 | 73.38 | 0.021 | 96.97 | 79.22 |
Early Childhood and Primary Education | Compulsory Secondary Education and Baccalaureate | Z | p-Value | |||
---|---|---|---|---|---|---|
N | Rank | N | Rank | |||
CV.3. The work done by all students (with and without disabilities) is equally valued. | 191 | 165.87 | 120 | 140.29 | −2.559 | 0.010 |
CV.4. SEN students actively participate in all activities center (exhibitions, works, musical activities, theatrical performances …). | 191 | 164.49 | 120 | 142.48 | −2.333 | 0.020 |
Cpa.3. Teachers feel empowered to facilitate the participation of families. | 191 | 167.81 | 120 | 137.20 | −3.052 | 0.002 |
Cpa.4. There is flexibility in the class groups that encourages collaboration and communication between students. | 191 | 165.56 | 120 | 140.79 | −2.514 | 0.012 |
Cpa.5. The support provided by the Integration Support Classroom is coordinated with the work in the ordinary classroom. | 191 | 170.00 | 120 | 133.71 | −3.645 | 0.000 |
Cpa.6. The center offers families various ways to motivate them to get involved in their children’s learning. | 191 | 164.23 | 120 | 142.90 | −2.132 | 0.033 |
Total PartiCom | 191 | 166.77 | 120 | 138.86 | −2.756 | 0.006 |
Cpe.1. Teachers think that classrooms that have Sen students have lower academic levels than those that do not have these students. | 191 | 147.14 | 120 | 170.10 | −2.248 | 0.025 |
Cpe.2. Only the support specialists should attend to SEN students since they are the ones trained for it. | 191 | 146.52 | 120 | 171.09 | −2.406 | 0.016 |
Cpe.5. For attending SEN students, it is necessary to start from what they know how to do and not from the general level of the classroom. | 191 | 163.62 | 120 | 143.87 | −2.251 | 0.024 |
Public | Subsidized | Z | p-Value | |||
---|---|---|---|---|---|---|
N | Rank | N | Rank | |||
CV.1. Attention to diversity is a priority in the educational project of the Center | 210 | 149.13 | 101 | 170.28 | −2.070 | 0.038 |
CV.2. Measures to address diversity are applied from inclusive policies. | 210 | 142.66 | 101 | 183.74 | −4.005 | 0.000 |
CV.5. SEN students are considered in both group interactions and tasks. | 210 | 147.97 | 101 | 172.70 | −2.480 | 0.013 |
CV.6. The academic achievement of the SEN students is related to difficulties and barriers that must be overcome. | 210 | 143.33 | 101 | 182.35 | −3.862 | 0.000 |
CV.7. Among the colleagues, there is a climate of collaboration and help to SEN students. | 210 | 148.32 | 101 | 171.97 | −2.347 | 0.019 |
CV.8. In the center, it is considered that the SEN students have the right to have education adapted to these needs. | 210 | 147.58 | 101 | 173.50 | −2.667 | 0.008 |
Cpa.1. Collaboration and coordination of teachers of different levels and subjects allow adequate attention to SEN students. | 210 | 142.96 | 101 | 183.11 | −3.888 | 0.000 |
Cpa.2. Teachers encourage collaboration and acceptance of all students in the classroom and center. | 210 | 140.73 | 101 | 187.74 | −4.738 | 0.000 |
Cpa.3. Teachers feel empowered to facilitate the participation of families. | 210 | 144.11 | 101 | 180.72 | −3.510 | 0.000 |
Cpa.4. There is flexibility in the class groups that encourages collaboration and communication between students. | 210 | 143.07 | 101 | 182.89 | −3.888 | 0.000 |
Cpa.5. The support provided by the Integration Support Classroom is coordinated with the work in the ordinary classroom. | 210 | 148.93 | 101 | 170.70 | −2.103 | 0.035 |
Cpa.6. The center offers families various ways to motivate them to get involved in their children’s learning | 210 | 148.28 | 101 | 172.05 | −2.287 | 0.022 |
Cpa.7. The active participation of all students in the center’s life is facilitated. | 210 | 147.44 | 101 | 173.80 | −2.672 | 0.008 |
Cpe.4. All students can achieve the general objectives in an inclusive classroom with the necessary help. | 210 | 142.87 | 101 | 183.30 | −3.872 | 0.000 |
SEN Specialist | Others | Z | p-Value | |||
---|---|---|---|---|---|---|
N | Rank | N | Rank | |||
CV.1. Attention to diversity is a priority in the educational project of the Center | 47 | 132.49 | 264 | 160.19 | −2.074 | 0.038 |
CV.5. SEN students are considered in both group interactions and tasks. | 47 | 130.90 | 264 | 160.47 | −2.267 | 0.023 |
CV.6. The academic achievement of the SEN students is related to difficulties and barriers that must be overcome. | 47 | 129.47 | 264 | 160.72 | −2.366 | 0.018 |
CV.7. Among the colleagues, there is a climate of collaboration and help to SEN students. | 47 | 127.18 | 264 | 161.13 | −2.577 | 0.010 |
CV.8. In the center, it is considered that the SEN students have the right to have education adapted to these needs. | 47 | 123.12 | 264 | 161.85 | −3.050 | 0.002 |
Total “Inclusive values”. | 47 | 122.47 | 264 | 161.97 | −2.916 | 0.004 |
Cpa.2. Teachers encourage collaboration and acceptance of all students in the classroom and center. | 47 | 118.60 | 264 | 162.66 | −3.396 | 0.001 |
Cpa.3. Teachers feel empowered to facilitate the participation of families. | 47 | 111.40 | 264 | 163.94 | −3.853 | 0.000 |
Cpa.4. There is flexibility in the class groups that encourages collaboration and communication between students. | 47 | 117.36 | 264 | 162.88 | −3.399 | 0.001 |
Cpa.6. The center offers families various ways to motivate them to get involved in their children’s learning | 47 | 128.05 | 264 | 160.98 | −2.422 | 0.015 |
Total “degree of participation in the educational community.” | 47 | 129.39 | 264 | 160.74 | −2.278 | 0.023 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Valle-Flórez, R.-E.; de Caso Fuertes, A.M.; Baelo, R.; Marcos-Santiago, R. Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions. Children 2022, 9, 813. https://doi.org/10.3390/children9060813
Valle-Flórez R-E, de Caso Fuertes AM, Baelo R, Marcos-Santiago R. Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions. Children. 2022; 9(6):813. https://doi.org/10.3390/children9060813
Chicago/Turabian StyleValle-Flórez, Rosa-Eva, Ana María de Caso Fuertes, Roberto Baelo, and Rosario Marcos-Santiago. 2022. "Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions" Children 9, no. 6: 813. https://doi.org/10.3390/children9060813