Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain.

Teachers’ Use of Inclusive Practices in Spain

The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs.