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.

La desigualdad política ante la crisis del Estado social

El texto parte de la fuerte conexión entre Estado social fuerte y las políticas públicas activas de distribución y equilibrio de la riqueza. Desde esta premisa se describen algunos escenarios en los que las desigualdades estructurales impiden el desarrollo de políticas públicas activas. De manera específica se alude a determinados datos relativos a America Latina. Estos datos se presentan como contrapunto al contexto europeo. Por último, se incide en el papel de las clases medias como destinatarias de las nuevas políticas públicas necesarias para dar un nuevo sentido al estado social del siglo XXI.