Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
dc.contributor.author | Legorburu Fernández, Idoia ![]() | |
dc.contributor.author | Dosil Santamaría, María | |
dc.contributor.author | Idoiaga Mondragón, Nahia ![]() | |
dc.contributor.author | Ozamiz Echevarria, Naiara | |
dc.date.accessioned | 2023-09-27T16:45:26Z | |
dc.date.available | 2023-09-27T16:45:26Z | |
dc.date.issued | 2023-08-22 | |
dc.identifier.citation | Education Sciences 13 (9): 851 (2023) | es_ES |
dc.identifier.issn | 2227-7102 | |
dc.identifier.uri | http://hdl.handle.net/10810/62693 | |
dc.description.abstract | Background: inclusive education seeks to ensure that all students can access quality education and requires education systems to commit to providing students with equal opportunities to participate in all aspects of school life. While progress has been made in this regard, the full implementation of educational inclusivity remains hindered by significant challenges and barriers. Teacher involvement is necessary for this inclusion, and it is important to study the attitudes that affect their inclusive practices in schools. Therefore, this study aims to determine the attitudes of future teachers (current student teachers at the University of the Basque Country) towards inclusive education. Methods: 369 primary and early childhood education students participated in this study. An ad hoc questionnaire was used to collect sociodemographic data, and the Revised Scale of Feelings, Attitudes, and Concerns Towards Inclusive Education (SACIE-R) was administered using Google Forms. Results: the results indicate that 34.9% of the respondents have close contact with people with functional diversity, while 62.7% state that they have never worked with people with diversity. Male primary and lower grade students are generally less negative toward functional diversity. Conclusions: this study shows where the main efforts should be focused to highlight the importance of inclusive schools, and for this purpose, university education will be essential. | es_ES |
dc.description.sponsorship | This research was funded by KideOn Research Group of the Basque Government, Reference IT1342-19 (A category). | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | MDPI | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
dc.subject | inclusive education | es_ES |
dc.subject | primary education | es_ES |
dc.subject | childhood education | es_ES |
dc.subject | attitudes | es_ES |
dc.title | Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.date.updated | 2023-09-27T12:36:07Z | |
dc.rights.holder | © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). | es_ES |
dc.relation.publisherversion | https://www.mdpi.com/2227-7102/13/9/851 | es_ES |
dc.identifier.doi | 10.3390/educsci13090851 | |
dc.departamentoes | Métodos de investigación y diagnostico en educación | |
dc.departamentoes | Didáctica y organización escolar | |
dc.departamentoes | Psicología evolutiva y de la educación | |
dc.departamentoeu | Hezkuntzako ikerkuntza eta diagnosi metodoak | |
dc.departamentoeu | Didaktika eta eskola antolakuntza | |
dc.departamentoeu | Bilakaeraren eta hezkuntzaren psikologia |
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Except where otherwise noted, this item's license is described as © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).