Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers

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...

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Autores: Legorburu Fernández, Idoia, Dosil Santamaría, María, Idoiaga Mondragón, Nahia, Ozamiz Echevarria, Naiara
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/62693
Acceso en línea:http://hdl.handle.net/10810/62693
Access Level:acceso abierto
Palabra clave:inclusive education
primary education
childhood education
attitudes
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spelling Teachers’ Involvement in Inclusive Education: Attitudes of Future TeachersLegorburu Fernández, IdoiaDosil Santamaría, MaríaIdoiaga Mondragón, NahiaOzamiz Echevarria, Naiarainclusive educationprimary educationchildhood educationattitudesBackground: 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.This research was funded by KideOn Research Group of the Basque Government, Reference IT1342-19 (A category).MDPI2023202320232023info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/62693reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://www.mdpi.com/2227-7102/13/9/851info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/© 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/).oai:addi.ehu.eus:10810/626932026-06-18T09:23:17Z
dc.title.none.fl_str_mv Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
title Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
spellingShingle Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
Legorburu Fernández, Idoia
inclusive education
primary education
childhood education
attitudes
title_short Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
title_full Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
title_fullStr Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
title_full_unstemmed Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
title_sort Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers
dc.creator.none.fl_str_mv Legorburu Fernández, Idoia
Dosil Santamaría, María
Idoiaga Mondragón, Nahia
Ozamiz Echevarria, Naiara
author Legorburu Fernández, Idoia
author_facet Legorburu Fernández, Idoia
Dosil Santamaría, María
Idoiaga Mondragón, Nahia
Ozamiz Echevarria, Naiara
author_role author
author2 Dosil Santamaría, María
Idoiaga Mondragón, Nahia
Ozamiz Echevarria, Naiara
author2_role author
author
author
dc.subject.none.fl_str_mv inclusive education
primary education
childhood education
attitudes
topic inclusive education
primary education
childhood education
attitudes
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/62693
url http://hdl.handle.net/10810/62693
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://www.mdpi.com/2227-7102/13/9/851
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http://creativecommons.org/licenses/by/4.0/
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dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
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