Inclusive Education in Primary and Secondary School: Perception of Teacher Training

Natalia Triviño-Amigo, David Manuel Mendoza-Muñoz, Noelia Mayordomo-Pinilla, Sabina Barrios-Fernández, Nicolás Contreras-Barraza, Miseldra Gil-Marín, Dante Castillo, Carmen Galán-Arroyo () and Jorge Rojo-Ramos
Additional contact information
Natalia Triviño-Amigo: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
David Manuel Mendoza-Muñoz: Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Noelia Mayordomo-Pinilla: Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Sabina Barrios-Fernández: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Nicolás Contreras-Barraza: Facultad de Economía y Negocios, Universidad Andrés Bello, Viña del Mar 2531015, Chile
Miseldra Gil-Marín: Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile
Dante Castillo: Centro de Estudios e Investigación Enzo Faletto, Universidad de Santiago de Chile, Santiago 9170022, Chile
Carmen Galán-Arroyo: Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Jorge Rojo-Ramos: Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain

IJERPH, 2022, vol. 19, issue 23, 1-12

Abstract: Introduction. Inclusive education is one of the main objectives of the educational system toward achieving equal opportunities among students. To this end, teacher training plays an important role in the different educational stages. Objectives. To analyze the perceived readiness of teachers for inclusive education and to see the differences in primary and secondary education. Methods: A total of 961 active teachers from public schools, 53.3% Primary and 46.7% Secondary Education, were analyzed by means of a questionnaire on Teachers’ perceptions about their preparation for inclusive education and the CEFI-R instrument. Results. There are statistically significant differences between the two stages in the first questionnaire (question 1: p = 0.03; question 2: p < 0.01 and question 3: p < 0.01) and also, in 3 of the four CEFI-R dimensions, with the primary score being higher. Conclusions: This study shows that there is a large percentage of teachers who believe that their initial training is insufficient to deal with student diversity. In addition, most of them state that continuous training has helped them to improve inclusive education and that they would be willing to attend training courses on inclusion, although in secondary school, the predisposition is lower than in high school. On the other hand, teachers of both educational stages show a mostly favorable attitude according to the CEFI-R, being higher in primary than in secondary school. In this sense, the public administration has work to do.

Keywords: inclusive education; educational stages; teacher training; special needs; perception (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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