Inclusive Cultures, Policies and Practices in Spanish Compulsory Secondary Education Schools: Teachers' Perceptions in Ordinary and Specific Teaching Contexts

Autor/inn/en	Moliner, Odet; Sales, Auxiliadora; Ferrandez, Reina; Traver, Joan
Titel	Inclusive Cultures, Policies and Practices in Spanish Compulsory Secondary Education Schools: Teachers' Perceptions in Ordinary and Specific Teaching Contexts
Quelle	In: International Journal of Inclusive Education, 15 (2011) 5, S.557-572 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Expertise; Inclusion; Compensatory Education; Translation; Likert Scales; Foreign Countries; Secondary School Teachers; Teacher Attitudes; Spanish; Special Education; Item Analysis; Measures (Individuals); Specialists; Educational Innovation; Educational Change; Cultural Pluralism; Student Diversity; Educational Policy; Spain + Suchen Sie Ihr Suchwort? Expert appraisal; Inklusion; Kompensatorischer Unterricht; Likert-Skala; Ausland; Lehrerverhalten; Spanisch; Special needs education; Sonderpädagogik; Sonderschulwesen; Itemanalyse; Messdaten; Instructional innovation; Bildungsinnovation; Bildungsreform; Kulturpluralismus; Politics of education; Bildungspolitik; Spanien
Abstract	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. (Contains 1 figure, 4 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10