A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion

Jorge Rojo-Ramos, Fernando Manzano-Redondo, Sabina Barrios-Fernandez, Miguel A. Garcia-Gordillo and Jose Carmelo Adsuar
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Jorge Rojo-Ramos: Health, Economy, Motricity and Education (HEME) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Fernando Manzano-Redondo: Health, Economy, Motricity and Education (HEME) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Sabina Barrios-Fernandez: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Miguel A. Garcia-Gordillo: Faculty of Administration and Business, Universidad Autónoma de Chile, Sede Talca 3467987, Chile
Jose Carmelo Adsuar: Health, Economy, Motricity and Education (HEME) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain

IJERPH, 2021, vol. 18, issue 14, 1-13

Abstract: Attention to educational diversity in educational centers has become an important topic, so it is necessary to address challenges to offer an individualized educational response. Thus, specialist teachers must adopt a leading role in order that education systems move towards inclusion. The objective of this study is to measure Spanish primary school teachers’ perceptions about their preparation for inclusive education, considering possible differences between specialist teachers (therapeutic pedagogy and hearing and speech) and non-specialist teachers. The sample was made up of 284 teachers who work in the primary education stage in public Spanish schools, who responded to the Questionnaire for the Evaluation of Teacher Preparation for Inclusion (CEFI-R). Significant differences were found according to the specialism of the participants. It can be concluded that teachers consider their initial preparation in this subject insufficient but show positive conception towards educational inclusion.

Keywords: inclusive education; teachers; initial preparation; therapeutic pedagogy (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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