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A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion

Author

Listed:
  • Jorge Rojo-Ramos

    (Health, Economy, Motricity and Education (HEME) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Fernando Manzano-Redondo

    (Health, Economy, Motricity and Education (HEME) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Sabina Barrios-Fernandez

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Miguel A. Garcia-Gordillo

    (Faculty of Administration and Business, Universidad Autónoma de Chile, Sede Talca 3467987, Chile)

  • Jose Carmelo Adsuar

    (Health, Economy, Motricity and Education (HEME) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

Abstract

Attention to educational diversity in educational centers has become an important topic, so it is necessary to address challenges to offer an individualized educational response. Thus, specialist teachers must adopt a leading role in order that education systems move towards inclusion. The objective of this study is to measure Spanish primary school teachers’ perceptions about their preparation for inclusive education, considering possible differences between specialist teachers (therapeutic pedagogy and hearing and speech) and non-specialist teachers. The sample was made up of 284 teachers who work in the primary education stage in public Spanish schools, who responded to the Questionnaire for the Evaluation of Teacher Preparation for Inclusion (CEFI-R). Significant differences were found according to the specialism of the participants. It can be concluded that teachers consider their initial preparation in this subject insufficient but show positive conception towards educational inclusion.

Suggested Citation

  • Jorge Rojo-Ramos & Fernando Manzano-Redondo & Sabina Barrios-Fernandez & Miguel A. Garcia-Gordillo & Jose Carmelo Adsuar, 2021. "A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion," IJERPH, MDPI, vol. 18(14), pages 1-13, July.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:14:p:7428-:d:592711
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    References listed on IDEAS

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    1. Tawanda Majoko, 2019. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers," SAGE Open, , vol. 9(1), pages 21582440188, January.
    2. Jorge Rojo-Ramos & Carlos Ferrera-Granados & Manuel Fernández-Guerrero & Fernando Manzano-Redondo & Miguel Ángel Garcia-Gordillo & Patricia Polero & José Carmelo Adsuar, 2020. "A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion," Sustainability, MDPI, vol. 12(19), pages 1-14, September.
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    Cited by:

    1. Natalia Triviño-Amigo & David Manuel Mendoza-Muñoz & Noelia Mayordomo-Pinilla & Sabina Barrios-Fernández & Nicolás Contreras-Barraza & Miseldra Gil-Marín & Dante Castillo & Carmen Galán-Arroyo & Jorge, 2022. "Inclusive Education in Primary and Secondary School: Perception of Teacher Training," IJERPH, MDPI, vol. 19(23), pages 1-12, November.
    2. Natalia Triviño-Amigo & Sabina Barrios-Fernandez & Carlos Mañanas-Iglesias & Jorge Carlos-Vivas & José Carmelo Adsuar & Ángel Acevedo-Duque & Jorge Rojo-Ramos, 2022. "Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education," IJERPH, MDPI, vol. 19(6), pages 1-9, March.

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