Abstract

VALLEJO, Mónica; TORRES-SOTO, Ana; CURIEL-MARIN, Elvira  and  CAMPILLO-DRIEGUEZ, Olga. Teacher's perception and practices for an inclusive education. Psicol. pesq. [online]. 2019, vol.13, n.3, pp. 26-47. ISSN 1982-1247.  http://dx.doi.org/10.34019/1982-1247.2019.v13.27718.

For an evolved society to be built as inclusive, it is essential to recognize diversity from school as a positive aspect that enriches teaching and learning processes and guarantees equal opportunities through the construction of safe, democratic and equitable environments. In order to achieve this, it is essential to ensure positive attitudes towards inclusion among teachers. Aresearch is presented in which the main objective was to know the perception of Primary Education teachers regardinginclusive education, as well as the strategies developed in order to favor it. A quantitative, non-experimental and transverse/cross-sectional methodology was used. A total of fifty-five teachers from five publicly-owned and subsidized schools in the Region of Murcia (Spain) were surveyed. The results demonstrated positive attitudes towards inclusive education, although teachers considered that their initial training was insufficient to effectively work with diversity in the classroom, as well as the resources available to them.

Keywords : Inclusive education; Teacher perception; Teaching-learning strategies; Primary Education; Spain.