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Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages

Author

Listed:
  • Natalia Triviño-Amigo

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

  • Irene Polo-Campos

    (BioẼrgon Research Group, University of Extremadura, 10003 Cáceres, Spain)

  • Santiago Gomez-Paniagua

    (BioẼrgon Research Group, University of Extremadura, 10003 Cáceres, Spain)

  • Sabina Barrios-Fernandez

    (Occupation, Participation, Sustainability and Quality of Life (Ability Research Group), Nursing and Occupational Therapy College, University of Extremadura, 10003 Cáceres, Spain)

  • María Mendoza-Muñoz

    (Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
    Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal)

  • Jorge Rojo-Ramos

    (Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain)

Abstract

Inclusive education is fundamental, consisting of enabling all students, irrespective of their characteristics, to receive appropriate education and actively participate in school life. Teachers play an important role in this regard; thus, this study aims to analyze teachers’ perceptions regarding their preparation for inclusion by assessing possible differences depending on the educational stage (early childhood, primary, or secondary education). A total of 1098 Spanish teachers, from Extremadura, responded to three dichotomic answers about their inclusive education preparation perception and the Evaluation of Teachers’ Inclusion Readiness (CEFI-R) questionnaire, a 19-item tool composed of four dimensions: (1) conception of diversity, (2) methodology, (3) support, and (4) community participation. Pearson’s chi-square test was used to assess differences between the dichotomous questions and educational stage; Kruskal–Wallis was used to determine whether the educational stage conditioned the CEFI-R dimensions responses, and the Spearman rho was used to test the association between age groups and the CEFI-R dimensions. Statistical differences were found between secondary education and preschool education and primary education teachers in the dimensions (1) conception of diversity, (2) methodology, and (3) support. Significant differences in dimension (4) community participation between preschool education teachers and secondary and primary education teachers were found.

Suggested Citation

  • Natalia Triviño-Amigo & Irene Polo-Campos & Santiago Gomez-Paniagua & Sabina Barrios-Fernandez & María Mendoza-Muñoz & Jorge Rojo-Ramos, 2023. "Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages," IJERPH, MDPI, vol. 20(4), pages 1-12, February.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:4:p:3420-:d:1069562
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    References listed on IDEAS

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    1. Santiago Pozo Sánchez & Jesús López Belmonte & Antonio José Moreno Guerrero & Juan Antonio López Núñez, 2019. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching," Sustainability, MDPI, vol. 11(21), pages 1-15, October.
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