Inclusive cultures, policies and practices in Spanish compulsory secondary education schools: teachers’ perceptions in ordinary and specific teaching contexts
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Otros documentos de la autoría: Moliner Garcia, Odet; Sales Ciges, Auxiliadora; Ferrandez-Berrueco, Reina; Traver-Martí, Joan Andrés
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8017
comunitat-uji-handle3:10234/8616
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Título
Inclusive cultures, policies and practices in Spanish compulsory secondary education schools: teachers’ perceptions in ordinary and specific teaching contextsAutoría
Fecha de publicación
2010Editor
Taylor & FrancisISSN
1360-3116; 1464-5173Cita bibliográfica
International Journal of Inclusive Education (2010) vol. 15, no. 5, p. 557-572Tipo de documento
info:eu-repo/semantics/articlePalabras clave / Materias
Resumen
This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special ... [+]
This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers’ responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate diversity). We used a Spanish translation of the Index for Inclusion, which has been adapted and divided into three Likert-type scales about inclusive cultures, organisation in the teaching–learning context and inclusive practices. We did a t-test to detect any significant differences in teachers’ responses in terms of the ordinary or specific teaching contexts in which they work. No significant differences were seen in the items related to cultures and organisation, but we found significant differences in 12 of the 36 items of the inclusive practices scale. Finally, we discuss the role of the processes for innovation and transformation in secondary schools and provide key factors to build an intercultural inclusive school [-]
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